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Governor Crothers of Maryland, Who Appointed the Commission. 



REPORT OF 

THE COMMISSION 

TO MAKE INQUIRY AND REPORT TO THE 
LEGISLATURE gf MARYLAND 

RESPECTING 

The Subject gf Industrial Education 

1908-1910 




(Chapter 367, Laws of 1908.) 



GEO. W. KING PTG. CO. 

State Printers 

Baltimore, Maryland 






o, 01 o. 

DEC 19 




State Commission on Industrial Education. 

Dr. Richard Grady, Chairman, U. S. Naval Academy, Annapolis. 

Prof. Carroll Edgar, Supervisor of Manual Training, Elkton. 

Mr. Howard Melvin, Editor "Denton Journal," Denton. 

Mr. Lorie C. Quinn, Editor "Crisfield Times," Crisfield. 

Mr. John T. Foley, ex-School Commissioner, Baltimore. 



REPORT OF THE COMMISSION 

TO MAKE INQUIRY AND REPORT TO THE 

LEGISLATURE OF MARYLAND 

RESPECTING 

THE SUBJECT OF INDUSTRIAL EDUCATION 

1908-1910 



(Chapter 367, Laws of 1908 



Mr. Gorman laid before the Senate the following communi- 
cation and report: 

Eon. A. P. Gorman, 

President of the Senate. 

Sir : Pursuant to the duty imposed by the provisions of Act 
367, Laws of 1908, I have the honor to transmit herewith the 
report of the Commission on Industrial Education and accom- 
panying papers, which include information and opinions from 
school superintendents, teachers, editors, merchants and man- 
ufacturers, agriculturists, labor organizations, etc., with the 
recommendation that a copy of same, together with illustra- 
tions of industrial work in schools and institutions throughout 
the State, be filed in the State Library for public inspection at 
all reasonable times, believing that such a collection of mate- 
rial will undoubtedly prove useful to those who may desire 
information on the subject of industrial education. 

Kespectfully submitted for the Commission, 

Kichard Grady, M. D., 
Chairman. 



To the General Assembly of Maryland, 1910 : 

The following Act was passed by the Legislature at its last 
session : 

"AN ACT TO AUTHOEIZE THE GOVEENOE TO 
APPOINT A COMMISSION ON INDUSTRIAL 
EDUCATION." 

Section 1. Be it enacted by the General Assembly of Mary- 
land, That the Governor be and he is hereby authorized and 
requested to appoint a Commission, consisting of not more than 
five persons, citizens of this State, to make inquiry and report 
to the Legislature at its next session, by bill or otherwise, 
respecting the subject of industrial education, including an 
examination of the extent to which it is already carried on in 
Maryland and elsewhere, the best means of promoting and 
maintaining it in its several grades, whether by State or local 
action alone, or by both combined; how far it is possible or 
desirable to incorporate it into the existing system of public 
instruction; the best method of training teachers for such 
schools or departments, and what changes, if any, are required 
in the existing system of schools to enable them to provide such 
training, or to meet more fully the needs of the system of 
public instruction as now organized in this State, with such 
other inquiries as the Commission may itself institute or be 
requested by the Governor to undertake; the members of the 
Commission shall serve without compensation, except for nec- 
essary expenses and clerk hire actually incurred and approved 
by the Governor, not to exceed the sum of three hundred dol- 
lars ($300). 

Sec. 2. And be it enacted, That this Act shall take effect 
from the date of its passage. 

The undersigned, having had the honor to be appointed by 
his Excellency Governor Crothers to make inquiry respecting 
the subject of industrial education, respectfully submit the fol- 
lowing report in obedience to Chapter 367, Laws of 1908 : 

Governor Crothers, who is a warm advocate of industrial 
training and education, appointed the members on May 2, 
1908, naming June 20, 1908, as the date for organization at his 
offices, in the Union Trust Building, Baltimore. All the mem- 
bers were present, except Mr. Quinn. An organizaton was 
effected by the election of Dr. Eichard Grady, of Annapolis, 
chairman, and appointment of Mr. Carroll Edgar, of Elkton, 
acting secretary. 

The Commission then engaged in an informal conversation 
on the objects and duties of the investigation which it had been 
appointed to conduct, and six specific topics of inquiry were 
adopted as embodying its essential points. These were included 



in a circular letter, as follows, and 500 copies were sent out, 
addressed to those interested in industrial education. 

The last Legislature authorized the Governor to appoint a 
Commission on Industrial Education. 

It is the expectation of the Commission, in making its report 
to the Legislature, to include the views of eminent men and 
women in the various walks of life. It is most encouraging to 
find that the Federation of Labor has recently reported unre- 
servedly in favor of a comprehensive scheme of industrial edu- 
cation. In fact, educators, manufacturers, labor organiza- 
tions, business men, are all taking vital interest in the educa- 
tional problem the Commission is considering. Notwithstand- 
ing their lines of approach are dissimilar, they are all working 
for one grand 'result. As these several interests become more 
deeply engaged in the work, they will become more in accord, 
both as to aims and methods. Every age has its problems, by 
solving which humanity is helped forward. 

The Commission has deemed for its purpose that the term 
"industrial education" (as used in the Act authorizing its 
appointment) means education tvith reference to practical life; 
as it is doubtful whether there is a clear distinction as to the 
field covered by "technical education," "scientific education," 
"industrial education," "manual training," etc. 

It is not the purpose of the Commission to appear as a critic, 
much less as an opponent of the public school system as it now 
exists. But some modification in its methods, though not in 
its essential spirit, is absolutely necessary. The widespread 
introduction of scientific knowledge and scientific methods into 
all the industrial processes of the day makes it desirable that 
the great mass of children who leave school at the age of 14 to 
16 and under, if they are not to be launched unprepared into an 
unknown world, must acquire such training in the public 
schools as will give them at least some elementary knowledge 
of the facts and forces which they will face as soon as the 
doors of the schoolhouse close behind them. 

How is that to be done? Contemplate a child coming out of 
school to make a living. If his education is to stop at any 
single point, he should have been taught something to help him 
in the struggle of life. No system of education is logical which 
undertakes to carry a youth as far as he has to go through 
school and drops him without having done anything to teach 
him how to do that which will most probably aid him to make 
his daily livelihood. After years spent in school, boys and 
girls — yes, graduates of high schools and colleges — find that 
they have not been trained to do any one thing well. Too fre- 
quently they can not even read expressively, write plainly, use 
intelligible English, or add, subtract, multiply and divide with 
accuracy and reasonable speed. Certainly there is but little 



6 

\alue, economic or otherwise, in a system of education which 
fails under such a test. Of thirteen millions of young men in 
the United States, between the ages of twenty-one and thirty- 
five, only five per cent, received in the schools any direct prepa- 
ration for their vocations ; and of every hundred graduates of 
our elementary schools, only eight obtained their livelihood by 
means of professional and commercial pursuits, while the 
remaining ninety-two supported themselves and their families 
with such skill of the hands as they had been able to acquire. 
An authority states that only one-third of one per cent, of all 
the bo^s and young men in the United States between the ages 
of fifteen and twenty-four years is receiving any definite in- 
struction in the sciences and arts which bear directly on their 
occupations. 

Maryland had the honor of establishing in 1884 the first pub- 
lic school devoted to manual training in an American city, the 
Baltimore Manual Training School (now the Polytechnic Insti- 
tute), then the first and only instance of a fully equipped school 
of this class supported by public taxation. The grain of mus- 
tard seed planted in 1884 has grown to a large tree, spreading 
its branches through the length and breadth of the land. It 
will be the duty and pleasure of the Commission to report the 
extent to which manual or industrial training is "carried on in 
Maryland and elsewhere." 

After a consideration of the terms of the Act, the following 
specific topics of inquiry were adopted as embodying its essen- 
tial points : 

1. To what extent in its several grades and by what meth- 
ods industrial education is carried on outside of Maryland, as 
a branch of public education. 

2. To what extent and by what methods it is carried on in 
the several grades of public schools in Maryland, and the prac- 
ticability of introducing or extending it in such schools, city 
and rural, with forms of industrial education for colored chil- 
dren. 

3. (a) To what extent in its several grades, and by what 
methods it is now carried on in private institutions in Mary- 
land, with the relation of such work to other forms of educa- 
tion, to public charities and reformatories, to industrial devel- 
opment, and to the general interests of society. 

(b) The best methods of enlarging and extending such work, 
having in view also the question of its more direct connection 
with the existing public system or agencies. 

4. (a) The best means and methods of establishing and 
maintaining it in its several grades : whether by State action, 
or by local action, or by both combined. 

(b) How far it can be incorporated into the present school 



system of Maryland, and what, if any, changes of law are neces- 
sary or desirable to that end. 

5. The best methods of training suitable teachers. 

(a) Changes, if any, required for this purpose in the present 
system of normal schools. 

(b) Changes, if any, required to enable the normal schools 
to meet more fully the needs of the present public school 
system. 

6. As to each of the foregoing topics: How far the educa- 
tional element should be incorporated into such training, as 
distinguished from the strictly trade, apprentice or technical 
element. 

If you will be kind enough to express yourself — on pages 3 
and 4 of this folder — upon any of the topics noted, for publica- 
tion in whole or in part, it would be an important service to 
the State and to the Commission, as the attitude of the public 
mind toward the subject of industrial education will be indi- 
cated in the replies received. Helpful suggestions, if promptly 
sent, with the names of places where industrial education is in 
progress in the State, documents, photographs, etc., for illus- 
trative material, will be gladly welcomed. No details can be 
too minute to be of service respecting education in the indus- 
tries along three lines — agriculture, mechanic arts and domes- 
tic economy. 

For Other Data prom Schools and Institutions. 

1. The central idea in such instruction : Whether it is educa- 
tional only, preparatory to higher technical study, or with a 
direct view to actual work or a trade ; extent to which manual 
(or industrial) training is obligatory. 

2. Organization: Connection with public schools or other 
institutions ; means of support ; charge for tuition. 

3. Course of study: In what year of school the various 
branches are taught ; number and approximate age of pupils to 
whom the several kinds of instruction are given; methods of 
instruction ; unique features of the work. 

4. Material equipment: Description of buildings; equip- 
ment of shops ; tools, for pupils. 

5. Cost: Value of plant; annual expense of maintenance. 

6. Kesults: Effects of manual (or industrial) training upon 
other studies, and upon the length of school life; occupations 
of former pupils after leaving school. 

The letters have elicited valuable information or opinions 
from school superintendents, teachers, editors, merchants and 
manufacturers, and other business men, labor organizations, 
etc. Thus we have been aided in our inquiries in the statement 
of fact or opinion, or both, by many different individuals, most 



of them citizens of Maryland, and their names will generally 
be a sufficient guaranty of the value of their testimony. The 
superintendents of schools and teachers speaking for publica- 
tion must, of course, be regarded as unimpeachable in their 
detail of facts, though their opinions may be contested with 
entire respect both for their judgment and their persons. Those 
out of the State who have favored the Commission with state- 
ments are men of large observation and experience, and what 
they say is entitled to consideration accordingly, especially Dr. 
Woodward, who founded the St. Louis Manual Training School, 
and Dr. Belfield, who founded the Chicago Manual Training 
School, as directors. 

Such, then, is the scope and extent of some of the inquiries, 
and such the persons whom the Commission has asked to aid 
in the work. In the appendix will be found in full the views 
of these men in various walks of life, together with a large 
amount of material showing to what extent industrial educa- 
tion has been established in many places. This material can 
not profess to be more than a meager selection from the great 
mass within reach. 

There are also under the head of accompanying papers, pre- 
pared by the chairman: (1) The history, object and success of 
the Baltimore Manual Training School (now known as the Bal- 
timore Polytechnic Institute) , which the General Assembly of 
1884 authorized the Mayor and City Council to establish; (2) 
of the Industrial Education Association of Baltimore, which 
the Legislature of 1888 chartered; also (3) the history of an 
evening school for working boys, who were taught drawing, 
bookkeeping, arithmetic, wood and iron work, shorthand, teleg- 
raphy and typewriting. 

The Commission will now address itself to the task of analyz- 
ing what has been gathered, finally setting forth as briefly as it 
can, without weakening their force, the conclusions, the prac 
tical lessons which, in their judgment, the evidence warrants 
and supports. 

Follow and honor what the past has gainefi, 
And forward still, that more may be attained. 
Hold fast the good and seek the better yet. 

+ 



LEGISLATION RELATIVE TO INDUSTRIAL 

EDUCATION. 

The subject of practical education is one which at present is 
receiving more attention from intelligent men, and also from 
legislative bodies, than it has at any previous period. The ques 
tion is beset with difficulties, but it is confidently believed that 



<f> 




Chairs Made by Laurel Manual Training School for Maryland Building, 
Jamestown Exposition, 



9 

they will not prove insurmountable. The National Society for 
the Promotion of Industrial Education has undertaken with 
much vigor to promote the kind of education which makes for 
efficiency in manual work, fitting youths for their opportuni- 
ties; the National Education Association has organized new 
departments devoted to technical, rural and agricultural educa- 
tion; while the National Government has several proposals to 
give aid to agricultural and industrial education in normal 
schools and high schools, including, as a sign of the times, 
"Labor's bill for Congressional enactment from the American 
Federation of Labor: <A bill to co-operate with the States in 
encouraging instruction in agriculture, the trades and indus- 
tries, and home economies in secondary schools; in preparing 
teachers for those vocational subjects in State normal schools, 
and to appropriate money therefor and to regulate its expendi- 
ture.' " 

An extension of the system of Federal aid to industrial edu- 
cation is proposed by the Davis bill, now before Congress, 
which the Commission endorses. Under the head of secondary 
schools it would provide not only for Federal support to man- 
ual training and domestic science in high schools, but also for 
the similar endowment of industrial and agricultural improve- 
ment schools (evening or day). State normal schools would 
receive Federal aid for the training of teachers of manual train- 
ing, domestic science, and the elements of agriculture— just as 
the land-grant colleges now receive Federal aid which may be 
devoted to departments for the training of teachers of indus- 
trial education. The total amount to be appropriated annually, 
under the terms of the proposed , bill, is something over 
111,000,000. 
_ Some of the general legislation relative to industrial educa- 
tion in public and secondary schools is as follows : 

Alabama provides an annual appropriation of $4,500 each 
for the establishment and maintenance of an agricultural 
school in nine Congressional districts ; Arkansas provides four 
State public schools of agriculture, appropriating f 160,000 ; 
Connecticut authorizes the establishment of free public schools 
by towns or school districts for instruction in the principles 
and practice of trades, annual State aid not exceeding $50,000 
to two schools, and State aid equal to one-half of local expendi- 
ture ; Georgia empowers county boards of education to organ- 
; ize self-sustaining manual labor schools, establishes high 
schools of agriculture and mechanic arts in eleven Congres- 
i sional districts, confines course of study to the elementary 
l branches and practical agriculture and mechanic arts, together 
with such other studies as will enable students to enter the 
. State Agricultural College; one-half of earnings of farm and 
j shop to be distributed to pupils ; annual appropriation to each 



10 

school, f 2,000 ; maximum, f 10,000. Illinois authorizes referen- 
dum for establishment of manual training department for 
township high schools; Indiana ' authorizes the establishment 
in cities of 50,000 to 100,000 population of "fcidustrial or man- 
ual training education and of domestic science" as a part of the 
public school system, authorizes boards of school commission- 
ers in cities having a population of 100,000 or over to establish 
as a part of the system of public schools a system of industrial 
or manual training and education ; Iowa authorizes the holding 
of industrial expositions by the board of any school corpora- 
tion, "such exposition to consist in the exhibit of usefu T 
articles invented, made or raised by the pupils, by sample or 
otherwise, in auy departments of mechanics, manufacture, art, 
sciences, agriculture and the kitchen." Kansas authorizes 
boards of education in cities to establish manual training high 
schools; authorizes boards of education to levy tax of one-half 
mill for the equipment and maintenance of industrial training 
schools or departments, State aid equal to local expenditure; 
maximum, |250; aggregate annual State aid, f 10,000: Ken- 
tucky provides for instruction in manual training, domestic 
science and elementary agriculture in county high schools. 
Maine provides that the course of study in the free high schools 
shall embrace the ordinary English studies and the natural 
sciences in their application to mechanics, manufactures and 
agriculture; also provides for State aid equal to one-half the 
amount actually expended for instruction; maximum annual 
aid, $250 ; authorizes cities and towns to appropriate money for 
the support of manual training schools. Maryland provides 
for the establishment of county manual training schools and 
manual departments; annual State aid, $1,500; provides also 
for the establishment of colored industrial schools, with annual 
State aid, $1,500 (Chapter 418, Laws 1902) ; includes drawing 
and domestic economy in the list of branches to be taught in 
the public schools ; elements of agriculture to be taught at the 
option of the State Board of Education (Chapter 584, Laws 
1904) ; authorizes the appointment of a Commission on Indus- 
trial Education, to report to Legislature of 1910 (Chapter 367, 
Laws 1908). Massachusetts establishes a commission to con- 
sider the needs for technical education in the different grades 
of industrial skill and responsibility, State aid equal to one- 
half of local expenditure; authorizes towns to maintain even- 
ing schools ; course of study including industrial drawing, both 
free hand and mechanical, maintenance mandatory for cities 
and towns of more than 10,000 population; authorizes the 
organization of corporations for the conduct of textile schools, 
instruction in the theory and practical art of textile and kin- 
dred branches of industry, appropriations by city and State. 
Michigan establishes county schools of agriculture, manual 






11 

training and domestic economy, instruction to be given in the 
elements of agriculture, farm accounts, manual training and 
domestic economy; annual State aid equal to two-thirds of 
local expenditure; maximum aid to any one school, $4,000; 
provides for the establishment and maintenance of rural high 
schools ; course of study to be approved by the superintendent 
of public instruction and the president of the agricultural 
college; instruction to include normal training, domestic 
science, nature study and agriculture; provides for a State 
commission on industrial education, including elementary 
training in agriculture. Minnesota establishes and provides 
for the organization and maintenance of county schools of agri- 
culture and domestic science; provides State aid to not more 
than two schools; instruction to be given in agriculture, farm 
accounts, manual training and domestic economy ; provides for 
the establishment and maintenance of departments of agricul- 
ture, manual training and domestic economy in State high, 
graded and consolidated schools; authorizes rural schools to 
become associated with such State graded or high schools; 
extending State aid equal to two-thirds of the amount of local 
expenditure; maximum annual aid to any school, $2,500. Mis- 
sissippi establishes county agricultural high schools and pro- 
vides for their organization, equipment and maintenance; 
course of study includes theoretical and practical agriculture ; 
annual State aid, $1,000. Nevada enables school districts to 
issue bonds for the purpose of erecting, furnishing, equipping 
and maintaining buildings for industrial training, manual 
training, domestic science and agriculture. New Jersey 
authorizes the, appointment of a commission to inquire into the 
subject of industrial education and report thereon; authorizes 
expenditures for buildings and the issuance of bonds for 
schools for industrial training in cities ; provides for the 
establishment of schools for industrial education by boards 
of education; State aid equal to local expenditure; max- 
imum aid, $10,000 ; establishes and maintains a summer course 
of instruction in methods of teaching elementary agriculture, 
manual training and home economics, appropriating annually 
$2,000. New York authorizes the establishment in cities and 
school districts of general industrial schools for pupils who 
have completed the elementary school course or who have 
attained the age of fourteen years, and trade schools for pupils 
who have attained the age of sixteen years and have completed 
either the .elementary school course or the general industrial 
school course; provides for advisory board representing local 
trades and industries; provides industrial training shall be 
furnished in truant schools; authorizes the establishment in 
cities and school districts of evening schools for free instruc- 
tion in industiial drawing. Oklahoma requires the teaching of 



12 

the elements of agriculture, horticulture, stock feeding and 
domestic science in the common schools, creating a harmonious 
system of agriculture and industrial education for Oklahoma; 
provides for the establishment of departments of agricultural 
instruction in the State normal schools, and for the chair of 
agriculture for schools in the agricultural and mechanical col- 
lege, and providing for the establishment and maintenance of 
agricultural schools of secondary grade and short courses for 
farmers. Oregon provides for the distribution of industrial 
training, when required, through four years in district and 
county high schools. Pennsylvania provides for the establish- 
ment in cities of night schools for manual training of children 
above the age of twelve years, upon petition cf fifty taxpayers, 
and that towns may establish and maintain mechanic art 
schools. Vermont creates a State commission to investigate 
ways and means of improving the public schools by increasing 
facilities for training teachers, and by making the work in such 
schools more practical through instruction in agriculture and 
mechanic arts. Wisconsin establishes and maintains county 
schools of agriculture and domestic economy; provides for 
State aid equal to two-thirds the amount of local expenditure ; 
maximum aid to any one school, $4,000 (ten schools authorized 
1909) ; authorizes the establishment and maintenance of 
departments of manual training in high schools, and in upper 
grades of elementary schools ; provides through referendum for 
the establishment of technical schools and colleges by cities. 
Wyoming authorizes school boards to establish industrial and 
manual training schools. 

+— 



VOCATIONAL AND ACADEMIC 

THE PROBLEM OF EDUCATION IS INDUSTRIAL AS WELL AS 

ACADEMIC. 

There are in this country approximately eighty millions of 
people. It is probably a fact that two out of every five must 
and do toil for a living, making thirty-two million bread- 
winners. Fewer than one million are engaged in the so-called 
learned professions, and say there are about one million mer 
chants, superintendents and managers of the vast business 
affairs — men and women who do the head work of the country's 
business. Therefore, it is apparent that of the thirty-two 
million bread-winners, some thirty million must be toilers, or 
those who work with their hands. Thus it is seen that the 
problem of education under modern conditions is industrial as 



13 

well as academic. It must assert the dignity of labor ; it must 
teach habits of industry ; it must give ability to apply one's self 
to the problem in haud ; it must meet the demand for accurate 
skilled work. 

President Koosevelt once said: "No one can look at the 
people of mankind as they stand at present without realizing 
that industrial training is one of the most potent factors in 
national development ;" and President Taft recently said : "Pri- 
mary education in this country should become thorough. I 
believe the ambition of school superintendents throughout the 
country who have charge of primary and secondary education 
has led us into a lack of thoroughness that we ought to reform. 
It is true that applicants for admission to West Point and 
Annapolis fail on subjects that every schoolboy ought to 
know." 

State Superintendent Stephens says: "The critics of our 
system say that our high school graduates are not able to enter 
readily the vocations or the ordinary occupations by which a 
living is earned, as about ninety per cent, of them attempt to 
do. This criticism is honest, and our schools deserve it. The 
students have been educated away from work, as some put it. 
The establishment of manual training throughout the State 
was a move in the right direction, and has done much to over- 
come this, but not enough." 

Ex- Superintendent Cooley, of Chicago, asks: "What is the 
trouble with our public schools? Thoughtful parents are ask- 
ing this question with increasing persistency. They are entitled 
to a fair and frank answer. There is no denying that our pub- 
lic schools are doing too much overhead shooting. Our high 
schools, for example, have been closer to the colleges than to 
the people. What is a common school education for, unless it 
be to fit the mass of pupils for the practical duties of life? 
There is too much of a tendency to educate the mass of our 
boys out of touch with their social and vocational needs." 

The schools can not long continue to give more aid to the 
intellectual than the industrial interests in life. Why should 
a State or a people be so zealous about giving an opportunity 
to every one who shows any symptom of desire to enter a pro- 
fession, and yet will give little, if any, help beyond the rudi- 
ments of a literary education to those who prefer to make a 
living in some other kind of social service? 

When but one-third of the children remain to the end of the 
elementary course in a country where education is such a uni- 
versal passion, there is something the matter with the schools. 
When one-half of the men who are responsible for the business 
activities and who are guiding the political life of the country 
tell us that children from the elementary schools are not able 



14 

to do definite things requested in the world's real affairs, there 
is something the matter with the schools. When work seeks 
workers and young men or young women are indifferent to it, 
or do not know how to do it, there is something the matter 
with the schools. 

Too long have we tolerated a one-sided system of public edu- 
cation; too long have books and literary culture monopolized 
the machinery of the schools and shut out other kinds of cul- 
ture as useful, as noble, as humane as that of letters. We are 
learning that one must be useful before he can be ornamental ; 
that the mechanic arts must precede the fine arts ; that in this 
industrial age there are other forces to be studied and utilized 
besides those of authority and tradition. 

Some reasoning minds in public school matters, in studying 
out the equities of the educational system, have drawn the con- 
clusion that when the educational plant was laid in the plat- 
form upon which the success of our Government rests, only 
common school learning was intended to be given at the pub- 
lic's expense. W T hile they do not wish to antagonize special 
features of instruction as now existing, it does not strike them 
as equitable that one class of people should be prepared for the 
professions at the expense of the taxpayers, while another 
class, for whom free education was more especially intended, 
could not receive those special advantages owing to the lack of 
financial means to continue the courses after the common 
education was finished. "If we support high schools for the 
benefit of those who can afford to continue their children in 
school after graduation from the grammer department, then, 
in justice to the man of model ate means and the poor man, 
something should be done for them." 

To make education a permanent, healthful influence in the 
lives of young people it is absolutely necessary that what they 
learn in the schoolroom should be connected with what they 
do in the ordinary duties of their daily life. The first and 
most important advantage that industrial has over any other 
form of education is that it definitely makes this connection 
between the school and life. When training in the industries 
is carried on, as it is in most industrial schools, in connection 
with teaching of the common school branches, an effort is made 
to connect everything that is learned in the classroom with 
some form of productive labor, either in the field or in the shop. 
This connection of the studies in the books with the practice in 
the industries has a double value. There is a growing and 
increasing demand for just the sort of industrial education 
that was once looked down upon as "degrading." Labor is 
becoming more dignified, because more than ever it is wedded 
to thought. The manual training schools in nearly all of our 



15 

large cities are giving instruction lo many boys whose parents 
would not at first consent to their entering the shops. These 
schools are doing a good work in teaching the principles of 
trades, in fostering a genuine love for mechanics, and in point- 
ing out the way to the special field where the young man can 
labor with the assurance of receiving his highest reward. 

Young men and young women must from the first be taught 
the importance of making themselves useful to the community 
in which they live; they must be taught to fit themselves for 
some definite vocation. 

To meet the demand for specially trained men in the trades a 
large number of correspondence and continuation schools have 
come into existence, including the educational classes con- 
ducted by the Young Men's Christian Associations and similar 
bodies; and night schools have been established, where young 
men and women may learn the trades. Most of those schools 
have come into existence to meet the demand for higher train- 
ing of those who are already working in some one or other of 
the trades. Many of the large manufacturing companies have 
established trade schools in order to fit young men and women 
to perform work that requires skill and special training. All 
this is industrial education, and the fact that these schools 
have grown up to such an extent spontaneously and inde- 
pendently of the public school system is an indication of the 
extent of the needs. 

There is another phase of industrial education the Commis- 
sion will touch upon: The ordinary training that boys and 
girls get in the public schools puts too much emphasis on the 
merely intellectual side of education. For example, pupils who 
have not been granted diplomas have gone out into the world 
and proven by their actions that in all the practical qualifica- 
tions of life they were better equipped than many of their other 
classmates whose standing was higher in the purely academic 
studies. 

Experience proves that the best way to keep a man from 
doing something bad is to set him to work doing something 
good. Why there is so little difficulty in controlling children 
in an industrial school is due to the fact that they work, 
co-operating with each other and with their teachers in build- 
ing up the school and in so far actively sharing in all it repre- 
sents. In some respects that is a most valuable part of their 
education — in its consideration as a method of moral training, 
iioys and girls who are studying to fit themselves for some 
definite vocation are gradually framing in their minds an ideal 
>f life which is to direct and govern their conduct in after life. 
Meals thus formed and used in the tasks of every-day life 
mean character in the young men and women who possess them. 



16 

THE ATTITUDE OF TRADE UNIONS 

The American Federation of Labor has undertaken to out- 
line a tentative course of studies in carpentry, pattern-making, 
wood-working and machine shop practice, which is quoted, in 
part, later. 

The Commission does not entertain a doubt, and it is a great 
pleasure for the members to bear this testimony — that the offi- 
cers and committees of the Federation are unselfishly and gen- 
erously, as they are zealously and earnestly, devoted to the 
work of industrial education. They are very favorable to 
night or continuation schools, and understand that industrial 
education does not injure those already engaged in industry. 
They are taking an honorable part in the projects for indus- 
trial schools and industrial training in the public schools. This 
attitude of organized labor is so honorable that the Commis- 
sion can not forbear to invite the special attention of the Legis- 
lature to it, in quoting from its publication of 1910. The Com- 
mission has done this not only because the views and senti- 
ments expressed are creditable to the intelligence, sense of 
justice and catholicity of the members, but because their posi- 
tion on this question has heretofore been misconceived and mis- 
understood. 

In 1908 the American Federation of Labor voted in favor of 
a "thorough education of the workers in all lines of learning, 
including technology," saying also "we endorse any policy, or 
any society or association having for its object the raising of 
the standard of industrial education and the teaching of the 
higher technique of our various industries." A recent investi- 
gation by the Department of Labor of New York State resulted 
in an affirmative answer, through the secretaries of labor 
unions, to this question : "Do you favor a public industrial or 
preparatory trade school, which should endeavor to reach boys 
and girls between fourteen and sixteen, that now leave the 
common school in very large numbers before graduation? 
Such a school would not teach a trade, but would give a wide 
acquaintance with materials and fundamental industrial 
processes, together with drawing and shop mathematics, with 
the object of giving a better preparation for entering the 
industries at sixteen, and better opportunities for subsequent 
advancement." 

Tentative Outline for a Course op Studies — American 
Federation of Labor. 

English— The instruction in English should be such as will 
give the pupil a taste for good reading and to acquaint him 
with and to make intelligent use of the literature which will be 
helpful to him as a citizen and an industrial worker. It should 



17 

prepare him to state in direct and clear language the necessi- 
ties and problems which arise in his social, civic and industrial 
life. It should prepare him to understand clearly and to make 
comprehensive statements embracing the technicalities of his 
industrial work. 

Mathematics — The instruction in mathematics should cover 
those fundamental principles of mathematics which underlie 
the practical calculations of the civic, economic and industrial 
life of the worker. Problems and illustrations applying these 
principles should be drawn from practical life. 

Physics — The instruction in physics should embrace the 
basic principles of natural philosophy, with illustrations drawn 
from familiar surroundings. 

Chemistry — The instruction in chemistry should be such as 
will make the pupil familiar with the more common chemical 
elements and chemical changes. 

Mechanics — The instruction in mechanics should embrace 
the general mechanical principles involved in the action of 
forces as applied almost universally daily in practical life. 

Drawing — The instruction in drawing should embrace both 
free-hand and mechanical drawing. In free-hand drawing the 
pupils should be taught to make outline sketches of simple 
objects which shall show the general appearance of the objects 
as regards form and shape and the approximate relative dimen- 
sions, so that when the dimensions by measurement are given 
a lucid finished drawing can be made by means of the sketch. 
The instruction in mechanical drawing should embrace the use 
of drawing instruments and accessories, and the preparation of 
fairly creditable finished drawings on the basis of the sketches 
and measurements made by the pupil. Practice in the reading 
of drawings and blue-prints should form an important part of 
this instruction. 

Shop Instruction — Instruction should be given in shop prac- 
tice for specific trades. In connection with this instruction 
should be given the following subjects pertaining to these 
trades: Drawing and design to the extent of making appro- 
priate and lucid sketches and a reading of finished drawings 
and specifications. Mathematics as used in the actual shop 
practice, both by journeyman worker and foreman. The 
mechanical principles involved in the tools, apparatus and 
appliance and the operations of the trade ; science which shall 
explain and account for materials and changes due to the 
operations of the trade. 

Civics and History — The history of trades in general and of 
the development of particular trades. Civics and history neces- 
sary for the development and promotion of good citizenship. 
The elements of the subjects of civics and economics as applied 



18 

to the industrial and commercial phases of the history of the 
United States. 

Economics — Economics which shall develop well-informed 
and thinking individuals regarding the broader economic ques- 
tions and those arising in specific trades : This should include 
the philosophy of collective bargaining and the relations of the 
employers and the employed to industry; trade bookkeeping, 
including stock-taking and prices. 

Carpentry. 

Practical — Names, use and handling of various tools, and 
their care, as they are required for use (this includes the bench, 
planes, chisels, various styles of saws, bits, gouges, etc.) ; names 
and knowledge of the various kinds of wood and other mate- 
rials used; smoothing, planing, dressing, straightening, sight- 
ing and cutting of boards and other pieces of wood, according 
to dimensions of patterns furnished. Whittling of pegs, cut- 
ting out with saw and chisel polygons and other ornamental 
designs based on geometrical drawings; taking apart, putting 
together, grinding and sharpening tools; simple joining with 
tenons and mortises, forked joints, dove-tailed joints, miter 
joints and angle, butt and notched joints, sketching and mak- 
ing of objects of simple construction with tenons, pins, tongues, 
mortise, dove-tailed and square joints, such as plain tables^ 
desks, benches, sawhorses, ladders, stepladders, shelves with 
brackets, various kinds of boxes. 

Technical — Study of construction; the use and care of the 
tools which are used; study of qualities and nature of wood 
and other materials, taken up as they come into use. 

Carpentry Drawing — Drawings of the various orders of 
architecture, from the point of view of their application to the 
trade, and for the development of sense of proportion. Study 
and drawing objects, as inside doors with complicated frames, 
street doors, storm doors, sliding doors, various styles of panel- 
ing and staircases, with details carried out on a full scale. 
Study of roof framing, pitch, form and materials to be used. 

Metal Work and Machine Shop Practice, Including 
Pattern-making. 

Construction of simple articles involving practice in filing, 
fitting, drilling and forging, together with free-hand sketches 
and working drawings. 

Construction of articles involving the above, and also solder- 
ing and the use of the shaping machine. 

The nature, use and physical properties of cast iron, wrought 
iron, steel and brass. The general construction of the drilling 
machine, punching and shearing machine and the shaping 
machine. 



19 

Construction of gauges and more difficult articles involving 
more accurate work, and including fitting, forging, turning, 
screw-cutting and shaping, with sketches and working draw- 
ings of the same; the construction of the lathe and other 
machines ; the manufacture of iron and steel. 

Making sketches and working drawings for the construction 
of a complete tool or scientific apparatus involving fitting, forg- 
ing, turning, screw-cutting, shaping and milling. 

Cutting speeds; speed of machines; accessories; methods of 
driving, etc. 

Pattern-making. 

Sharpening tools; joinery; small patterns; patterns of sim- 
ple parts of machines. Machine tools; gears; patterns and 
molding flasks ; shrinkage and strength of materials. 

Mechanics — The most important kinds of motion; the funda- 
mental law of inertia and of reciprocal action ; conception and 
effect of a force; the fundamental law of acceleration; mass: 
power of work of moving bodies; the fundamental law of the 
independence of motions ; composition and resolution of forces ; 
forces in one plane, with different points of application; 
statitic momentum ; couples. 

Technical Study of — Iron ores; the foreign elements in iron, 
and their effect on the production of pig iron (management and 
products of the blast furnace) ; the iron, steel and brass foun- 
dry; production of malleable casting; production of wrought 
iron and steel (finery process, puddling process, Bessemer 
process, Siemens-Martin process) ; the forms of the kinds of 
iron found in commerce; sheet metal; other metals — copper, 
lead, tin, zinc, aluminum; alloys — brass, bronze (aluminum 
alloys). 

Drawing — Construction of the parts of machines; construc- 
tion of teeth for spur gears and bevel gears; construction of 
hubs and spokes, couplings, bearings, etc. ; making workshop 
drawings for models, component parts of lathes, milling ma- 
chines and grinding machines ; continuation of sketching exer- 
cises. 

+ 

NORMAL SCHOOLS 

THEY SHOULD BE RESPONSIVE TO THE NECESSITIES OF THE 
PUBLIC SCHOOLS. 

Thus far manual training has been introduced into some 
schools in the State. The teacher who has been prepared to 
give instruction in intellectual studies only is obviously unable 
to give instruction in the principles and processes of manual 
exercises of which he or she has no knowledge. The Commis- 



20 

sion attaches the very highest importance to the normal schools 
of the State with reference to this work. Manual training 
should be given in all the school grades, from the kindergarten 
up. Such courses, however, are no more industrial courses 
than the penmanship courses or the drawing courses now given 
in the elementary schools are industrial courses. The experi- 
ence of Sweden and of France shows conclusively that a body 
of teachers can be very rapidly formed. It is found that an 
ordinary teacher, by spending six weeks in one year and five 
weeks in the following year in a special course of manual train- 
ing can acquire all that is necessary for teaching its elements 
successfully. The normal schools of the State are an essential 
part of the public school system. Their primary object is to 
furnish professionally qualified teachers for the public schools 
throughout the State. They should be responsive to the neces- 
sities of the public schools, and as far as possible these necessi- 
ties should be anticipated. More and more it is devolving 
upon the teachers to counsel and guide pupils respecting their 
lifework. This means that such preparation for the teaching 
profession should be given in the normal schools as shall enable 
men and women to cope successfully with the practical prob- 
lems that they must meet. There are needed teachers of warm 
sympathies and enthusiasm who have sufficient interest to keep 
in touch with those of their former pupils who have of necessity 
or choice gone out into the world to begin the doing of their 
lifework; and one of the most pleasing papers received by the 
Commission was from Lieut. Wm. E. King, U. S. N., principal 
of the Baltimore Polytechnic Intsitute, which gave "the names 
of all graduates who did not enter college, together with the 
names and addresses of their employers." Studies in the man- 
ual arts, domestic economy, agriculture and general science are 
offered in the regular courses of many State normal schools, a 
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34 
RURAL SCHOOLS. 

No serious student of the American system of education 
would be willing to state that today the rural schools prepare 
their pupils for successful happy lives or for the highest plane 
of citizenship. Our earliest forms of education were nature 
study and manual training, and our race made its progress 
through these long before formal schools were thought of. 
Then came the schools, which supplemented, and finally 
usurped them, absorbing nearly all of the pupil's time in the 
consideration of books. Most of the rural school pupils have 
but two sources of information, namely, the world around them 
and books. It is sad to think how little many of them get 
from either. Many reforms will be necessary before adequate 
educational facilities can be supplied to our rural school 
pupils, who comprise about one-half the school children of the 
nation. Why is it that such a large percentage of country 
school children never attend a graded school ? The fact is that 
the country boys and girls drop out of the public schools 
early, just as the city children leave school permanently in 
large numbers during the fifth and sixth year of the course. 

Much very good agricultural work can be introduced into the 
ordinary elementary school. It can be taught as a part of 
geography and arithmetic and manual training and reading, as 
well as in the regular nature-study intervals; and it is not 
difficult to send a pupil home with a desire to attack some of 
the problems at the house, on the farm and in the garden. The 
Report of the Committee on Industrial Education in Schools 
for Rural Communities to the National Council on Education 
denies the charge that the poor teaching in the common 
branches is attributable to lack of time, for the poor results are 
"not due to lack of time on the part of pupils so much as to 
poor teaching and lack of proper organization;" and also 
asserts that the poor results attributed to the overcrowding of 
the course of study are "not due to the number of subjects, but 
to the attempt to teach too many things in these subjects which 
are not worth teaching." 

Our rural communities need, and have a right to demand, a 
good, practical, scientific education in agriculture. This 
must come largely through secondary schools, since our agri- 
cultural colleges have assumed the important task of training 
agricultural experts. 

The agricultural colleges have not succeeded in training a 
large percentage of farmers. In the college course of 50 
schools under the Federal grant, for example, only one student 
in nine is enrolled in agriculture. There are over four students 
in mechanical engineering alone for every three in agriculture; 
four in civil engineering to every three in agriculture; not to 




: 










-mm 



Maryland School for the Blind 



35 

mention other departments. The agricultural improvement 
school (short course for those who live on farms) and the in- 
dustrial improvement school for the workers in shop industries 
and the building trades are well suited for strictly vocational 
work. 

The agricultural interest is the largest in the State, and 
gives employment to more people than any other calling. The 
prosperity of the State depends very largely upon the pros- 
perity of the tillers of the soil. 

Considering all these facts, the Commission endorses the 
sentiments of the Maryland State Grange in paragraphs 1, 2, 
3, 4, 6 and 7, adopted December 4, 1908, respecting schools for 
the education of children in rural communities, which para- 
graphs are now quoted: 

1. That the State should provide a unified and articulated 
systems of schools for the education of children in rural com- 
munities, which shall include instruction relating to country 
life, in the elementary . and secondary grades within reach of 
all rural children, special instruction of a practical nature in 
a few secondary schools of agriculture and home economics for 
children who can not hope to attend college ; technical instruc- 
tion in agriculture and home economics of college grade ( at the 
State Agricultural College) for those who are so fortunate as 
to be able to take a college course, and practical instruction for 
adult farmers and farmers' wives concerning the problems of 
the farm and home, through short winter courses at the Agri- 
cultural College and through movable schools of agriculture 
and home economics, held annually in accessible places 
throughout the State. 

2. That the rural elementary schools should be improved by 
the adoption and use of text-books better adapted to country 
conditions, by recognizing the courses of study to the end that 
non-essentials shall be replaced by elementary instruction in 
agriculture and home economics, by employing better trained 
teachers who are in sympathy with country life and whose in- 
fluence will be directed toward uplifting and dignifying 
country life rather than toward encouraging the present "exo- 
dus from the country to the city, and by abandoning weak 
schools when it is feasible to establish in their stead strong- 
centralized schools, in which large, enthusiastic classes can be 
organized, better courses of study offered and specially trained 
teachers employed. 

3. That more rural high schools be established and that in 
these schools and in all schools attended by any considerable 
number of rural pupils, the pupils be given the option, at least, 
of substituting agriculture or home economics for the dead 
languages and possibly for some other studies which are useful 
mainly in preparing for courses in higher classical institu- 



36 

tions. That pupils desiring to attend high school, who are not 
within the jurisdiction of such a school, be permitted to 
attend the nearest easily accessible high school and have their 
tuition paid by the State. 

4. That to supplement and round out the limited instruc- 
tion in agriculture and home economics possible in the public 
high schools, and to extend and strengthen the work of the 
State Agricultural College and Experiment Station, there 
should be established a limited number of special schools of 
agriculture and home economics having branch experiment 
stations connected with them, to the end that young men and 
young women may be trained especially for the work of the 
farm and home and for teaching agriculture and home econom- 
ics in public high schools. 

6. That through special State aid to at least one high school 
in each county, in which agriculture and home economics are 
taught, the establishment of normal courses for rural elemen- 
tary teachers be encouraged. 

7. That the Maryland State Grange favors government aid 
for secondary instruction in agriculture, mechanic arts and- 
home economics, and therefore endorses the action of the 
National Grange in urging upon Congress the passage of the 
''Davis Bill," and that we urge the members of Congress from 
Maryland to vote for and aid in every way its adoption. 



INDUSTRIAL SCHOOLS FOR THE NEGRO. 

The value of industrial education in preparing primitive 
people for European civilization had been perceived by certain 
missionaries in Africa. The idea of introducing it in America 
for the purpose of solving the problem which was created by 
the sudden liberation of nearly 4,000,000 slaves was first clearly 
conceived and carried into effect by Gen. Armstrong, who 
founded in 1868, at Hampton, Va., a school for negroes (Hamp- 
ton Institute). 

The need of industrial education for. the masses of his race 
had been previously recognized by Frederick Douglas, who 
drew up a plan for "an industrial college in which shall be 
taught several important branches of the mechanical arts;" 
and in his paper he said : "The fact is, the colored men must 
learn trades ; or they must decay under the pressing wants to 
which their condition is rapidly bringing them. We need 
mechanics as well as ministers. We need workers in iron, clay 
and leather." 



37 

The Commission consider one of the most important 
achievements of the industrial schools at Hampton, Tuskegee, 
(Booker T. Washington's) and elsewhere in the South to be the 
work they have done in teaching the masses of the negro people 
the dignity of labor with the hands. As a committee of the 
State Board of Education, consisting of Judge Glenn H. 
Worthington, Mr. Win. S. Powell and the late Rufus K. Wood, 
carefuly examined and considered the question of the educa- 
tion of the colored youth in Maryland, following an address by 
State Superintendent Stephens on "How can we best im- 
prove the colored school situation ?" and their recommenda- 
tions are embraced in a public school bulletin issued in 1908, 
the Commission would distinctly emphasize the suggestions, es- 
pecially the one that "the surest means of improving and ad- 
vancing the negro race is to teach it to perform faithful and 
efficient service in some industrial occupation, such as agricul- 
ture, domestic economy or the mechanic arts." The report of 
the Committee is as follows: 

The undersigned Committee of your Honorable Board, 
appointed April 30, 1907, to investigate the methods of 
instruction in vogue at the most approved industrial and 
agricultural schools in this country for the education of 
colored youth and to report to your Honorable Board 
with recommendations for such changes in our methods of 
teaching colored youth as the Committee deemed feasible and 
adapted to promote the usefulness, happiness and welfare of 
the colored people in this State, beg leave to report as follows : 

1. Your Committee have inquired into the character of 
instruction given at Tuskegee 'Institute, at Hampton Normal 
School and at other leading schools for the education of negro 
youth, and find that the great aim of all these institutions is 
to fit colored children for the occupations in life which they 
are likely to pursue after leaving school. 

2. Thus, your Committee communicated with Booker T. 
Washington, the efficient head of Tuskegee Institute, and re- 
ceived from him a most interesting letter, from which the fol- 
lowing extract is taken : 

"We began first to study the needs and conditions of our 
people in this part of the South, that is, we found out in what 
direction the masses of these people were actually engaged. 
We found out that the majority were engaged in agricultural 
pursuits of one kind and another, another large portion were 
engaged in household service of one kind or another, and still 
another large element were engaged in mechanical work. We 
have sought to prepare people not only to do the actual work, 
but also to train persons who could instruct others in these 



38 

I"];' 

industries, in public schools and in smaller schools. We have 
now gotten to the point where nearly half the public schools 
have farming, gardening, sewing, cooking, table serving, etc., 
taught. We feel that we are now beginning to reach the masses 
of the people." 

3. In a bulletin of Hampton School, it is stated that Gen- 
eral S. C. Armstrong, the first principal and leading spirit of 
that school, declared it to be his conviction that : 

"What the negro needs at once is elementary education and 
moral development. The race will succeed or fail," said he, 
"as it shall devote itself with energy to agriculture and the 
mechanic arts or avoid these pursuits, and its teachers must 
be inspired with the spirit of hard work and acquainted with 
the means that tend to material success." 

After a somewhat thorough investigation of the whole subject 
of negro education, your Committee is convinced that the 
surest means of improving and advancing the negro race is to 
teach it to perform faithful and efficient service in some in- 
dustrial occupation, such as agriculture, domestic service or 
the mechanic arts. 

In this connection your Committee desire to record the 
words of a negro school teacher on this subject: — He was ac- 
customed after school hours and during vacation 10 put on his 
overalls and work in the fields, or with pick and shovel, for 
which he was condemned by members of his race, as they con- 
tended that a man who worked with pick and shovel was not 
fit for a school teacher. But to these criticisms he replied: 
"Such criticisms only create sorrow in my heart for the foolish- 
ness of so many of my race, ^abor," said he, "is not only a 
necessity, but a blessing. Only the idler feels it to be a curse ; 
hence, I do not like the doctrine taught by these critics. To 
these evil teachings we can trace nearly all the turmoils, 
strifes and sufferings of the negro. As a weak race, let us 
elevate and better our condition by personal effort. Do not ask 
for sympathy, but by our honest and reliable service demand 
justice! Cultivate the farm, exalt the plow, lift up the dish 
cloth, magnify the power of the broom, and do not betray our 
trust. Teach that labor in its most abject form degrades no 
man, but that man must lift up and magnify it. I want to be 
known as an honest, industrious and reliable negro. I insist 
that our boys and girls be taught the dignity of labor, which 
will pave the way to intelligent, industrious and independent 
citizenship." 

Your Committee is persuaded that there is much truth and 
force in these homely observations. 

The question arises, then, what can the public schools of 
Maryland do to bring about a realization by the colored people 



39 

of the value of such precepts and how can they best be put 
into practical operation? 

Your Committee have kept in view the fact that the colored 
people, in a sense, are still the wards of the State and that it is 
the duty of the State to teach them with patience and kindness 
the things that will fit them for their mission in life and at the 
same time promote their own true and substantial welfare and 
happiness. 

Were it feasible your Committee would recommend the estab- 
lishment of a department in every colored public school where 
the boys and girls could be trained in industrial pursuits. For 
the present such a plan is not deemed feasible, but your Com- 
mittee earnestly recommend County School Boards to use all 
funds appropriated for colored Industrial schools to the pur- 
pose for which they are intended. 

For the present, therefore, your Committee must content 
themselves with recommending, that the State Superintendent, 
in co-operation with the County Superintendents, by printed 
instructions and at teachers' institutes, impress upon colored 
teachers the views and convictions of your Committee as herein 
set forth, urging them to instruct their pupils under their cart 
in practical things. Let them read to their pupils the printed 
recommendations of the Superintendent and insist upon their 
learning to do well and thoroughly whatever useful service 
their hands find to do, as the surest means to their advance- 
ment. 

Teach them that mere book learning will avail them but 
little in the battle of life, that they must expect to fulfill the 
ordinance of the Creator, who declared that "in the sweat of 
thy face shalt thou eat bread;" teach that ease and rest and 
pleasure are good things only when they come as the reward of 
work well done; that agriculture is a great industry and that 
farm labor is a most worthy and useful employment; that all 
labor is honorable; that domestic service is indispensable in 
every household and that its performance faithfully, honestly 
and efficiently is not only commendable but contributes to the 
sum of human happiness; that as they expect to dwell perma- 
nently in close neighborhood to their white brethren, they 
should strive to gain the good will and respect of these white 
brethren; that they must not depend upon any mere statute 
law to make them better or more respected citizens, but that 
they must work out their own advancement; that the honest 
acquisition of property is an evidence of progress; that thrift 
will add to their own self-respect and the respect of others; 
that moral development and the spirit of hard work are indis- 
pensable, for in the practice of these lies their surest means of 
prosperity and happiness. Your Committee realize that these 
precepts are not new and that they are applicable alike to all 



40 

races and conditions of men, but they are persuaded that the 
environment of the colored youth is such as to demand that 
these precepts be given special attention in our public schools. 
By the steady inculcation of these precepts a wholesome transi- 
tion may gradually be brought about in the views of the colored 
people regarding the problems of life. A very little observation 
will prove to them that success is achieved more surely by 
steady, honest and sober industry in some useful employment 
than in any other way, and that the allurements of the various 
learned professions are mere will-o'-the-wisps that lead to 
quagmires and despondency, with but few exceptions. 

If the masses of the negro race can be taught to take a sensi- 
ble and practical view of things in accordance with the teach- 
ings of their sincere well-wishers, a good beginning in the right 
direction will at least be made. And teachers in our schools 
may, so far as practicable, teach the children how to do many 
useful things to their advantage. 

Your Committee are aware that many of the teachers in our 
public schools for colored children are themselves deficient in 
training for the work here outlined for them and that they are 
in many instances unsympathetic with the idea that industrial 
and moral instruction and hard work are necessary to the 
advancement of the race. 

While, therefore, your Committee do not deem it feasible to 
establish in every community colored industrial schools for 
colored children, where the boy may be taught farming and 
useful trades, and where the girls may be taught cooking, sew- 
ing, table serving, laundering and the like, they do deem it 
feasible and important that a training school for colored 
teachers be established where these practical things may be 
taught and where the right precepts for the betterment of the 
race may be thoroughly inculcated. Such a school should be 
located in the country, accessible from all parts of the State, 
and here real teachers for the colored people could be trained. 
They would, in the words of General Armstrong, become "in- 
spired with the spirit of hard work and . acquainted with the 
means that tend to material success." They would learn that 
"manual labor is not only a necessity, but a blessing," and 
they would carry this spirit of industry and enterprise into 
the school room for the benefit of their pupils. 

Thus gradually it is hoped the masses could be brought to 
accept these wise and helpful influences, and the future give 
promise of the races dwelling here together in peace and har- 
mony and with mutual respect, kindliness and good will. 



41 
MARYLAND RESOURCES. 

The Maryland Geological Survey lias demonstrated the 
abundant mineral wealth of the State. No territory of 
12,210 square miles, including 2,350 square miles of water, 
possesses such great variety and abundance of resources. 
While in population it ranks 26th, in manufacturing it is 8th. 
Its educational system should have some bearing upon its in- 
dustries and trade. We must I rain the children industrially 
and teach them to look upon their inheritance here for I he 
means of individual success and for the promotion of the 
common prosperity. Our public schools are for all. On them 
the State must rely. Industrial progress imposes upon the 
State educators the duty of preparing the rising generation to 
cope with industrial problems and developments. Industry 
thus comes to the front in the schools before it goes into the 
workshops. A people trained to execute deftly with the hand, 
as well as to conceive with the mind, is the people to rule in all 
that pertains to material things. 

Higher technical schools like the Maryland Agricultural Col- 
lege (the Slate school of science and technology) and the 
Baltimore Polytechnic Institute are already established. Ex- 
cept in I lie Maryland School for Boys and St. Mary's Indus- 
trial School for Boys, trade schools are nowhere in the State. 

The words of Skipwith Wilnier showing the importance of 
making ample provision for the artistic and technical indus- 
trial education of the youth of Baltimore are applicable to the 
whole State: "Jus1 as the mountains that are piled in their 
picturesque beauty upon our western border hide a store of 
weal ill that man's toil must uncover; just as beneath the 
waters of the beautiful Chesapeake there is food for millions 
which man's industry must secure, so among the multitudes 
that people this great city there is wealth of undeveloped 
talent that we can not afford to waste." 

Benjamin Hallowell, the scientist, philosopher and friend, 
who was one of our greatest citizens, as far back as IS It), in the 
hall of the House of Representatives in Washington, said : "It 
is of the highest importance in a system of education that the 
muscles should be trained and educated to industrial pursuits 
simultaneously with the mind, in order that they can ulti- 
mately execute the highest performances the mind can con- 
ceive, and the artisan and the arlist be united in the same 
person." 

Note how long the idea was prevailing before the Manual 
Training School was established in Baltimore in 1883, and 
manual training departments in the counties in 1898; and yet 
how much we have still to do in order to keep abreast of the 
needs of the times. For the vast majority of youths of both 



42 

sexes in our public schools, training in the industrial arts is 
the best boon that could be bestowed upon them, and if Mary- 
land is to rise above the level in promoting her industrial inter- 
ests — which are her best interests — her youth must be skilled 
with eye and hand and intellect. The times demand it. 

" Industrial Progress" should be the watchword and the in- 
spiring idea. Bring to the front the practical and the pro- 
gressive forces of the community ; unite them in a common pur- 
pose; utilize the rich resources which nature has provided; 
teach the youth of the State how to make merchantable goods 
out of the stones, the clays, the metals of the State, which few 
realize approximate in value $10,000,00 a year in the differ- 
ent mineral industries, as is shown in the notable exhibit in 
the State House; and put agriculture on the highest plane 
of productiveness — it is the primal source of wealth. 

Of the 359,755 males reported in Maryland at the census of 
1900 as being engaged in some occupation, 92,014, or 25.5 per 
cent, were employed in agricultural pursuits; 13,266, or 3.6 
per cent, in professional service; 82,102, or 22.8 per cent, in 
trade and transportation; 103,684, or 28.8 per cent, in manu- 
facturing and mechanical pursuits, and 68,689, or 19.0 per 
cent, in domestic and personal service (laborers without 
specification of the kind of labor). 

That in regard to public education Germany leads among the 
nations is a fact too well known to necessitate the giving of 
details. In mining the Germans take great care to reduce the 
waste to the minimum. In America it has been customary 
to remove only the best parts of the deposit of coal and 
minerals. By these methods from 40 to 70 per cent, of the 
total deposits are left untouched. Nothing of this kind happens 
in Germany. Everything is removed. While in former times 
the majority of the population were engaged in agriculture, 
today the industrial and commercial classes have a prepon- 
derance of almost three to one. The chemical industry of 
Germany is already the wonder and fear of the modern com- 
mercial world. Keeping 9,000 factories with over 200,000 
laborers busy, it has revolutionized and overthrown whole 
branches of foreign industries. 

Evidences of the advantages which have accrued to cities 
on account of the establishment of schools for technical edu- 
cation may be obtained from the history of places within our 
own country — better illustrations are to be found in foreign 
countries. The Carnegie Technical Schools, for which the city 
of Pittsburg provided a site of 32 acres, is offering day and 
night courses in civil, mechanical, electrical, mining, metallur- 
gical and chemical engineering practice; also day and night 
courses for the training of skilled mechanics, journeymen and 
foremen in the building and manufacturing trades; also day 



43 

and night courses in architecture and architectural design; 
also day and night courses for the training of women for the 
home and for distinctly women's trades and professions. 
When 1,000 boys and girls were pleading for admission to its 
Technical Schools, 1,400 students (including 200 women) were 
enrolled from 26 States and 150 cities. 

The chances for employment in an industrial community 
like Pittsburg affords an opportunity for even the poorest boy 
to secure remunerative work while attending school. 
Chemnitz, Saxony, taught by indisputable arguments the value 
of industrial training. Once forests grew up around it, and 
coal beds there kept their wealth of fuel. Through it streams 
abounding in water privileges flowed undisturbed in their 
natural channels. Within it lived people possessing only 
moderate powers of mind and body. Consequently, forest trees 
fell uselessly into decay, coal mines were scarcely opened, and 
the rivers spent their force on the rocks that hindered their 
descent. The scene was changed. The town filled with 
schools of industry. In them mechanics, architecture, weav- 
ing, agriculture, trade and miscellaneous industries as well as 
the general knowledge required in daily life were taught. The 
town was taxed heavily for their support and for its own 
growth. Yet the burden was cheerfully borne. The willingness 
of the people to provide instruction and the eagerness to estab- 
lish technical institutions was due to the development of the 
industries. Their growth was the growth of the city. Year by 
year it attracted to itself laboring men and thus added to the 
population citizens contributing to permanent wealth. The 
number of inhabitants more than doubled in a score of years. 



GENERAL CONSIDERATIONS AND CONCLUSIONS. 

This review of the subject of industrial education is not 
intended to be statistical ; and as the information and opinions 
of fully 70 school superintendents, teachers, editors, mer- 
chants, manufacturers and other business men, etc., of the 
State, whom the Commission asked to aid in the work, are 
hereto appended in extenso, their statements are not cited in 
the report, but can be found at once by reference to the index. 
They are gratifying evidence of the widespread interest in the 
subject. The criticism of the schools is growing in volume 
and is taking on more definite form. The trivial criticism 
the schools may ignore, but it will be a great misfortune if 
they do not listen to the criticism that is well-founded. 

Some of the topics which have been considered and which 
are typical of what industrial education signifies are the 



44 

following. Vocational training and trade teaching in the public 
schools, as in New York; the first industrial or trade school to 
be established in connection with a public school system 
(The Secondary Industrial School of Columbus, Ga.) ; the 
partial time trade schools at the University of Cincinnati and 
Fitchburg, Mass.; the scheme combining practical experience 
in actual shop work with the systematic educational training 
of the school, not successively but simultaneously, in which the 
cost would be very slight with no drain upon the resources of 
the State, and of which the Baltimore Sun- says, "It would 
seem quite worth while for the authorities of our own Poly- 
technic Institute to inquire into and ascertain whether any- 
thing in the same direction could advantageously be introduced 
here in Baltimore;" instead of having shops attached to the 
school, as is the case in various manual training schools 
throughout the country, the school authorities work in co- 
operation with the large manufacturing industries of the city, 
the boys apprenticed to the various concerns, alternating one 
week in the shops of the manufacturers and one week in the 
class rooms ; the public evening school of trades at Springfield, 
Mass., for classes in machine tool work and plumbing; the 
short course trade school (Baron de Hirsch Trade School, 
New York) in which 740 hours of practical shop work and 90 
hours of correlated academic work are given in the following 
trades: machinist, carpentry, electric work, plumbing, paint- 
ing; the Milwaukee School of Trades, which is a part of the 
public school system, maintained by a special tax for the pur- 
pose of industrial education (which yields about f 100,000 
annually), and the trades offered are pattern-making, ma- 
chinist and tool-making, wood-working, plumbing and gas-fit- 
ting; the Philadelphia Trades School, an integral part of the 
public school system; the Polytechnic Institute of Brooklyn, 
which in order that it may benefit not only the favored few 
who are unable to pursue the regular day courses, but the 
worthy many, and that its equipment of men and machines 
may do the largest good, throws open all its facilities in a 
parallel series of afternoon and evening classes to intelligent 
mechanics and practicing engineers who feel the need of higher 
study ; the Pennsylvania Museum and School of Industrial Art, 
which was among the first institutions in America to proclaim 
a distinctly industrial aim as the leading motive in all its ac- 
tivities, whose mechanical laboratories are equipped with full 
size machines and appliances by means of which work of com- 
mercial size may be produced in textiles, pottery, stained glass, 
iron and wood work and all forms of craftsmanship in which 
the artistic aim is prominent, and which receives from the 
State Legislature f 50,000 a year ; the John Wanamaker "Store 
School," an organization inside the Wanamaker store in Phila- 






45 

delphia to enable those who are doing the day's work and earn- 
ing a living to get a better education to earn a better living, and 
7,500 graduates of this commercial institute today are showing 
the mercantile world what new kind of business men and women 
may be produced by this store school ; the industrial efficiency 
of the negro; the industrial training of women, 7,000,000 of 
whom, in this country, are working every day to earn their 
bread, and of the 303 industries classified in the national 
census, women are found to be employed in all but two; the 
relative value and cost of various trades in a girls' trade 
school ; the apprentice shop system of the General Electric Co., 
at West Lynn, Mass.; the apprenticeship system of the N. Y. 
Central lines ; the apprenticeship system at the Baldwin Loco- 
motive Works, Philadelphia ; trade teaching under the auspices 
of the typographical union, whose 50,000 members are spend- 
ing $15,000 a year in the United States and Canada to advance 
the interests of supplemental trade education; etc. 

Educators can learn much from these experiments and suc- 
cesses. Can a scheme which will involve public proprietorship 
and be managed in the interests of all the people, meeting the 
co-operation of employer and employee, of capitalist and or- 
ganized labor, be developed? It is a vital question whether 
children shall be trained for the crafts and other vocational 
employments and for the household and womanly arts ; whether 
trade schools shall be established; and also upon what plan. 

A marked example of the connection which may exist be- 
tween school authorities and the employing class is the North 
End Union School, Boston. It is a training room for a num- 
ber of printing offices and is devoted to a single idea — a 
school of printing. But the principle of this school might be 
easily applied in other trades. 

In education and in industries our State has thousands of 
boys and girls to raise aright. Nothing is clearer than that 
results turn upon the training. It is becoming more and more 
obvious every day that a steadily increasing weight of responsi- 
bility must rest upon the schools. We do not lack schools for 
those who wish to enter the professions, or who desire to fol- 
low a business career; but as yet little has been done to afford 
a practical training to those who must work with their hands. 

Conservation of children is as important as the conservation 
of the State's other natural resources. To give everyone his 
chance, helping everyone to make the most of himself, should 
be the purpose of education. 

The success of maintaining industrial education depends 
upon State funds; cities and counties will have to be encour- 
aged by liberal State support, as obviously industrial schools 
will be a great factor in advancing the industries of the whole 



46 

State— commercial activities as well as manufacturing inter- 
ests. 

Industrial and agricultural schools must be close to the peo- 
ple. The class of children who will enter these schools can not 
afford to go away, and it is not best that they should. 

The control of industrial and agricultural education should 
be in the hands of the State Board of Education and County 
Boards, strengthened, if need be, by the addition of an advisory 
committee of citizens. It would be a serious mistake in the 
opinion of the Commission to commit the organization and 
administration of industrial schools to a special commission 
(as was done in Massachusetts) and not to the public school 
authorities. 

The industrial and agricultural schools are going to be popu- 
lar; they will be useful and significant; more than most 
schools, they will teach the essentials. 

There must be a close co-operation with the home for work in 
mechanic arts, agriculture and cooking in the rural schools. 
It would be unwise to extend to the rural school the same in- 
dustrial work which is practical and desirable in the city 
schools. 

Before entering upon industrial training pupils should have 
had some form of hand work, say for one hour a day. Indus- 
trial training should begin after the ordinary school work is 
fairly completed, and as soon as the muscles are strong enough 
to handle the lighter tools of industry safely. Under ordinary 
conditions the vocational schools should be open to children 
who are 13 or 14 years of age. 

There should be industrial or vocational schools for these 
boys and girls, giving a better elementary school provision 
for the vocational needs of those likely to enter industrial pur- 
suits. If a boy goes out to learn a trade at 14 years of age the 
manufacturer says, "I do not want you in my factory." The 
Massachusetts Commission on Industrial Education inter- 
viewed some 1,000 men who employ thousands upon thousands 
of other men in the great manufacturing establishments of 
that State, and there were few who did not say, "We do not 
want the fourteen-year-old boy; he is in the way; he gets on 
our nerves." 

There should be continuation -(evening) schools for boys and 
girls already at work ; and also for boys and girls who are not 
to work in stores, offices or factories. 

The industrial school or industrial education involves in- 
dustrial courses in the common schools, the idea being that by 
this method boys and girls will be kept in high school work 
longer in manf instances than they would be under the public 
school system without vocational training. The advocates of 



47 

this system also believe that it is practically an extension of 
the manual training idea. It is not aimed under manual train- 
ing to teach boys and girls any definite line of work, but to 
familiarize them with the use of tools and some of the art of 
mechanical work. The industrial school advances this propo- 
sition and makes it a practical means of developing skill along 
specific, practical and useful lines, and it is this idea that is 
holding the public attention at this time. 

If the program of the public schools has been symbolized by 
the euphonic '*Aree R's" the program for the future should be 
four R's : reading, 'riting, 'rithmetic and 'rtisanship. 

The public demands changes and the existing school authori- 
ties are making changes. The public must be patient and 
allow those at work upon this problem reasonable time in 
which to prepare plans for a well-balanced public school edu- 
cation which will meet the needs of all. It is a large matter. 
While it is being done there will have to be much discussion 
and a consolidation of sentiment. 

The line of progressive industrial education must be con- 
structive. The very clear purpose of the industrial education 
movement as it has come to affect the public school system is to 
give that education which the on-coming generation will un- 
doubtedly need. The problem of the industrial efficiency of 
the coming generation is inextricably interwoven with the 
problems of public playgrounds and gymnasiums, of the sani- 
tation of houses, of the congestion of tenements, and of the 
hours of labor of women and children. 

Let us not be afraid of new plans. Let us not think that the 
trend of events ought not to be. Even though we depart from 
the thought and the practice of the past, let us make our 
knowledge and our training potent in our industries. It is not 
necessary in order to help on this work that we should attempt 
great things. We can do little things from great motives. 
There is an industrial training, which is neither technical nor 
professional, which is calculated to make better men and 
better citizens of the public, no matter what calling they may 
follow, which affects directly and in a most salutary manner 
the mind and character of the pupil and which will be of con- 
stant service to him through all his life, whether he be a wage- 
worker or trader, lawyer or clergyman. The training of the eye 
and of the hand are important and essential elements in all 
good education. 

Those whose circumstances or inclinations clearly point to 
an industrial career should have facilities for special training 
bearing on their life work relatively equivalent to the facilities 
that are now afforded, say in the City College and High Schools 
of Baltimore, to those who expect to follow vocations of a 
different character. 



' 48 

Eespecting the possibilities of the Baltimore Polytechnic 
Institute, whose graduates now enter higher institutions of 
learning elsewhere, such as Cornell, Lehigh, Columbia, etc., it 
may be advisable to provide for them as for the graduates who 
go to the Johns Hopkins University from the Baltimore City 
Qollege, which is an annex to the University, so to speak. It 
is believed that the Maryland Institute for the promotion of 
the mechanic arts, or the Maryland Agricultural College 
(Maryland's School of Technology), or the Johns Hopkins 
University, if the people desire it, would encourage any project 
that would benefit the State. 

An advanced school could be provided for the graduates of 
the Polytechnic Institute in civil, mechanical and mining 
engineering, etc., if the appropriations were increased. The 
rapid advance in applied knowledge has made it advisable for 
universities to give aid to industrial education. It has been 
the earnest wish of many a citizen that we should have a 
well-equipped technological school in our midst. Baltimore 
is the educational centre of the State. Make Baltimore as 
prominent industrially as it is educationally. 

The City College having extended its curriculum so as to 
bridge over the interval between its highest classes and the 
lowest of the Johns Hopkins University, it is now possible for 
the poorest boy, beginning in the public schools in the primary 
grade and passing through intermediate grades to the highest 
classes in the City College, and thence to the University, to 
secure, perhaps, without the expenditure of a dollar, the 
degree Ph. D., which is equivalent to a comfortable provision 
for life. 

All of which is respectfully submitted, 

RICHARD GRADY, Chairman, 
CARROLL EDGAR, Secretary, 
HOWARD MELVIN, 
JOHN T. FOLEY. 
Dated at Annapolis, March 31, 1910. 



APPENDIX 



REPLIES TO CIRCULAR LETTER. 

STATEMENT OF FACT OR OPINION, OR BOTH, FROM CITIZENS 
OF MARYLAND AND OTHERS. 



PAGE 

Miss Sarah E. Richmond, Principal Maryland State Normal School ... 51 
Dr. Calvin M. Woodward, Director of St. Louis Manual Training 

School of Washington University 62 

Capt. J. M. Bowyer, Superintendent U. S. Naval Academy, Annapolis. . 54 

Lt. Wm. R. King, Principal Baltimore Polytechnic Institute 55 

Brother Paul, Superintendent St. Mary's Industrial School. 55 

Mr. J. C. Shaffer, Publisher Chicago Evening Post, formerly of Balti- 
more 57 

Supt. A. E. Upham, Maryland School for Boys 58 

Dr. S. T. Moreland, Principal McDonogh School 59 

Dr. H. H. Belfield, formerly Principal Chicago Manual Training School. 60 

Judge Henry Stockbridge, Supreme Court of Baltimore 60 

Mr. Charles H. Torsch, Merchant, Baltimore 60 

Mr. Edward Hirsch, Baltimore Federation of Labor 61 

Mr. Charles H. Winslow, American Federation of Labor, Washington. 61 

Dr. R. W. Silvester, President Maryland Agricultural College 62 

Mr. John M. Carter, President Maryland Institute 63 

Prof. John P. Burdette. Principal Anne Arundel Academy 64 

Prof. Wm. S. Crouse, formerly Superintendent of Schools, Caroline 

County '. 65 

Prof. Wm. S. Crouse, through Mr. Howard Melvin, of Commission.. 66 

Mr. Edward S. Choate, Agriculturist, Baltimore County 67 

Mr. E. B. Owens, Merchant, Baltimore 67 

Mr. George M. Gaither, Chairman of Committee on Industries, Pris- 
oners' Aid Association, Supervisor of Manual Training, Baltimore 

City 67 

Mr. Richard D. Fisher, Banker, Baltimore 67 

Dr. T. O. Heatwole, Baltimore City Council 68 

Mr. Calvin W. Hendrick, Chief Engineer Sewerage Commission, Bal- 
timore 68 

Mr. J. Harry Tregoe, President Prisoners' Aid Association 68 

Mr. John T. Buehl, Instructor Centieville Manual Training Depart- 
ment 69 

Mr. Owen C. Blades, Instructor Chestertown Manual Training De- 
partment 70 

Mr. John B. Harmon, Agriculturist, Baltimore County 70 

Mr. Lee E. Gilbert, Manual Training Instructor, Laurel 70 

Mr. A. G. Lambert, Manual Training Instructor, Annapolis 71 

Prof. B. H. Crocheron, Principal Baltimore County Agricultural High 

School 72 

Mr. Bernard N. Baker, Moral Education Board, Baltimore 73 

Mr. Milton Fairchild, Special Instructor, Moral Education Board, 

Baltimore 73 

Mr. S. E. Whitman, Editor of Easton "Star Democrat" 73 

Mr. John E. McCusker, Naval Academy, Annapolis 74 

Hon. James W. Denny, formerly member of Baltimore City School 

Board and Congressman 74 

Prof. Oscar M. Fogle, Principal Brunswick Schools, Brunswick 74 

Dr Alexander Chaplain, Supervisor Manual Training Schools, Talbot 

County 75 

Mr. Harold Scarboro, Editor Baltimore County ' 'Union-News," 
Towson 76 



Mr. W. M. Abbott, Editor "Evening Capital," Annapolis 76 

Mr. W. C. Wilson, Instructor industrial School, Frederick 77 

Commander D. W. Mullan, U. S. N., Annapolis 77 

Mr. W. K. Thomson, President J. C. Grafflin Co., Baltimore 77 

Nathan Winslow, M. D., Editor 'Maryland Medical Journal" 77 

Editor ' The Democratic Advocate, ' ' Westminster 77 

Mr. Joseph N. Ulman, Lawyer, Baltimore 78 

President Louis K. Koontz, Frederick College, Frederick 79 

Dr. Henry E. Shepherd, Ex-Superintendent Schools, Baltimore 79 

Col. W. S. Powell, member State Board Education and Editor "Elli- 

cott City Times, " Ellicott City 81 

Dr. Samuel Garner, County Superintendent of Schools, Anne Arundel 

County ; 81 

Mr. Nicholas Orem, County Superintendent of Schools, Talbot County . 81 
Mr. Chas. T. Wright, County Superintendent of Schools, Harford 

County 82 

Mr. A. E. Browning, County Superintendent of Schools, Garrett 

County, Oakland 82 

Mr. T. J. Grimes, County Superintendent of Schools, Queen Anne's 

County 82 

Mr. Milton Melvin, County Superintendent of Schools, Kent County. . 83 
Mr. J. W. Magruder, General Secretary Federated Charities, Balti- 
more 83 

Messrs. Bernheimer Bros., Merchants, Baltimore 84 

Mr. Geo. K. McGaw, Trustee of Johns Hopkins Hospital and Mer- 
chant, Baltimore 84 

Mr. H. Crawford Black, Capitalist, Baltimore 84 

Mr. Ralph W. Strawbridge, Teacher Manual Training Department 

Havre de Grace and Aberdeen High Schools 86 

Mr. Spencer C. Stull, Instructor Manual Training Frederick and 

Brunswick High Schools 86 

Mr. H. A. Loraditch. Instructor Manual Training, Garrett County 87 

Mr. George H. C. Williams, Principal Normal and Agricultural Insti- 
tute, Montgomery County 88 

Mr. Francis B. Livesey, Clarkson 88 

Mr. P. E. Gordy, Salisbury Industrial School 88 

Mr. Ralph R. Blackney, Educational Director Y. M. C. A., Baltimore. 90 

Mr. J. H. Van Sickle, Superintendent Baltimore City Schools 90 

Editorial "The Labor Leader," Edward Hirsch, Editor 91 

Prof. Charles W. Ely, Principal Maryland School for the Deaf 92 

Prof. G. B. Pfeiffer, Principal Annapolis High School 93 



REPLIES TO CIRCULAR LETTERS. 



Where schools are consolidated, a teacner should be employed whose 
department is that of manual training only. 

The best teacher is one who has been taught in a trades-school. This 
may be desirable but impracticable. 

The teacher may take a course at a summer school where manual 
training is taught. 

I think few, if any, Normal schools have manual training in the course 
of instruction.* Considering, .nough, that we have many schools in 
Maryland with but a single teacher, it seems justifiable to introduce it 
in our Normal school, if we wish to train the child to use his hands 
skillfully and deftly. 

Its introduction into our Normal schools requires an additional room 
for the purpose and an additional teacher to teach it, which means a 
larger appropriation. 

We have light manual training, such as raffia and reed worik, card- 
board, paper cutting, drawing, in our Maryland State Normal School. 
We formerly had wood work, but that is now cut out. 

The intelligent citizen becomes more desirable as he becomes more 
useful. He who has a moderate amount of intelligence becomes doubly 
useful when he has a pair of useful hands. Today brains as a single 
commodity are cheap; but the hand that puts into definite and skilled 
form the product of the brain is scarce and high-priced. 

The State has sent through its schools thousands of youth well 
equipped for work in the mercantile and commercial world ; in this the 
State has specialized; but little has been done toward fitting the many 
thousands obliged to leave school early for their avocations. 

We do not need to teach trades. One can best and completely learn 
a trade only through the many experiences in plying that trade. But 
we should teach in our schools such manual subjects as will make the 
hand pliable and capable of using it deftly, quickly and intelligently in 
any manual employment — with its allied employments — that the pupil 
wishes to enter. 

It is due the artisan to so prepare him. He will return the amount 
ten-fold in superior work and with enlightened ideas regarding labor 
and trades. 

Sarah E. Richmond, 
Principal Maryland State Normal School. 

Note. — See chapter on Normal Schools for studies offered in manual 
arts, etc. 



It would be well to call attention to the fact that the first "Manual 
Training School," as a secondary school for general education, was 
opened in St. Louis in September, 1880, and was known as the Manual 
Training School of Washington University. To that school, to study its 
plant, organization a.nd method of operation, came Dr. Richard Grady, 
from Baltimore ; Mr. H. EL Bellfield, from Chicago ; Superintendent 
Edwin P. Seaver, from Boston ; President Steele, from Phi la. ; Mr. A. 
E. Macomber, from Toledo; and many others from all over the world. 
It is still in successful operation. 



52 

St. Louis now has five large high schools, all fully equipped with shops 
and laboratories for systematic instruction aid practice in the mechanic 
arts and the household arts as well. 

Every boy and every girl in the seventh and eighth grades of the 
public schools of St. Louis gets a 2% hour lesson every week ; the boys 
in drawing (mechanical) and tool work in wood, and the girls in 
needle work and cooking. 

All the work is very popular and the people gladly pay the cost by 
increased taxes. 

The undersigned has always been the director of the manual training 
school, and for thirteen years he has been and is on the City Board of 
Education. 

Calvin M. Woodward. 



The United States Naval Academy was one of the first institutions of 
the country to take up the technical training of young men for scientific 
pursuits, and is at the present time one of the largest educational institu- 
tions carrying on such work, particularly in the Department of Marine 
Engineering and Naval Construction. 

The italicized expression "Education with reference to practical life" 
has been kept in view constantly as the most important part of the 
instruction of the midshipmen. The entire education in this department 
is with reference to the practical life after graduation, both on board 
ship and for technical short duty details. Instruction is constantly 
directed toward the idea of having every subject studied practically 
on the day it is recited, or as soon thereafter as possible, and it is the 
key note of the instruction to make each branch more practical every 
day, every month and every year. Some subjects are almost entirely 
practicalized ; others less so, and others partly so, but as far as possible, 
every branch has practical illustrations and practical uses. 

When the midshipmen enter the Naval Academy in June, they are 
drilled three times a week for a period of two hours in the practical work 
of running steam launches, engines and boilers, combining theoretical 
instruction with the actual firing of the boilers, manipulating engines, 
etc. The midshipmen must do this work entirely with their own hands. 
This is continued for three months. During the next month these mid- 
shipmen have drills three times a week the same as before, learning the 
practical use of instruments, etc, in the subject of Mechanical Drawing, 
so that, when the term begins, they have grasped the details of this 
nature, and are ready for the Academic work. 

MECHANICAL DRAWING, FOURTH AND THIRD CLASSES. 

During the first year and half of the second year, Mechanical Drawing 
is taught in the most practical manner with the constant use of models. 
The work is carried on as in an industrial establishment, and such 
methods are utilized throughout. With this branch of Mechanical Draw- 
ing is taught Descriptive Geometry, as applied to Engineering, with the 
use of models, lectures and illustrations of practical subjects. The main 
ideas of the instruction with Mechanical Drawing are: first, making a 
free hand dimensioned sketch of an object; and second, reading draw- 
ings. All else is subservient to these two, where the practical brain work 
is done. 

This course in drawing amounts to 320 hours, or 40 working days of 
eight hours each, and the results are so practical that many midshipmen 
who have failed to continue their work at the Naval Academy have 
immediately been able to take positions as draftsmen, paying from $3 
to $3.50 per day, and this is so well known among the midshipmen that 




\ 



53 

they state that they are anxious to learn this subject, so they may be 
able to make a living if they fail to graduate from the Naval Academy. 
This branch is the basis of all practical engineering instruction. 

MECHANICAL PROCESSES, THIRD CLASS. 

This subject is taught in one term for the third class from a text 
book written by a naval officer, and, as its name implies, the practical 
methods in various engineering shops are studied. While studying the 
text book, one-third of the time is devoted to practical illustrations in 
the shops, where instructors lecture to the midshipmen on the lesson of 
the day, showing them models and illustrations of every portion studied 
in the text book. 

PRINCIPLES OF MECHANISM, SECOND CLASS. 

This difficult subject is made more practical each year. Beside the 
text book there were first added many practical examples to be worked 
out, illustrating the text. Lately models have been obtained showing 
each type of mechanism, and the midshipmen recite from these models 
instead of from their memory of their text book. Besides that, they are 
taken to the shops and are shown as many of these mechanisms as 
possible actually in use in place. In addition, they have drawing room 
work where calculations are made and sketches are drawn of the 
various mechanisms, showing how they are designed and constructed. 

BOILERS, SECOND CLASS. 

Besides the text book on this subject, the midshipmen are taken from 
the section room to see the various types of boilers and other details 
throughout the department, and the effort is made to have a model of 
every detail mentioned in the text book, and particularly of old boilers 
that have been in use, to show the result of wear. 

MARINE ENGINES, SECOND CLASS. 

In addition to tne text book, midshipmen constantly leave the section 
room and study the various illustrations of marine engines, pumps, etc. 
Connected with this branch of study some of these models are arranged 
to be run by compressed air, so that the working of them can be actually 
followed. Some are cut in section to show the interior, and some run by 
steam and actually perform work, so that every midshipman has an 
opportunity to run all this apparatus himself. 

NAVAL CONSTRUCTION, FIRST CLASS. 

Besides the text book, the midshipmen leave the section room and 
study models illustrating the book, and also, as far as posible, work with 
these models. In addition there are sections of a torpedo boat, showing 
the exact construction of a craft of this kind, which all the midshipmen 
visit and study. 

EXPERIMENTAL ENGINEERING, FIRST CLASS. 

Besides the text book, one-half the time is used in the laboratories with 
the instruments described in the text book, where each midshipman per- 
sonally runs the different machines and makes his own tests. This is 
one of the most important branches, as here the scientific instruments in 
use in the service become familiar to the midshipmen, so that when they 
come into the service they will be able to handle these delicate instru- 
ments ot precision. 



54 

ENGINEERING MECHANICS, FIRST CLASS. 

This subject is handled in a practical manner. A few lessons in 
the text book involving certain principles are taken, and then practical 
work in the drawing room follows, where these principles are used in 
exact calculations and drawings. Then follows another term in the 
book, being followed by more practical work in the drawing room. In 
this manner this difficult subject is made to actually mean something to 
the midshipmen, and they can see its value as applied to practical work 
after leaving the Naval Academy. 

MARINE ENGINEERING, FIRST CLASS. 

This is the final study of engineering as applied to the Navy, and 
includes the more difficult portions of marine engines and boilers in the 
second class. In addition to the models which are visited, a practical 
test of the boiler under steam is carried out, so that every member of 
the class witnesses it and takes every portion of the data himself, 
working up the results to the final question of efficiency. Besides this, 
there is the study of Navy Regulations, in regard to machinery, the 
idea being to fit the graduate to start his duties in the engine room 
after graduating. 

PRACTICAL WORK. 

Besides the practical work of the fourth class with steam launches, 
midshipmen of the first, second and third classes spend one-fourth of their 
time at drill each year in this department. During the third class year 
they have practical work in chipping, filing and accurately marking off 
and measuring metals ; in the Pattern Shop in the practical course of 
bench work and lathe work, and in pattern making ; in the Blacksmith 
Shop, practical course in handling iron and steel ; making welds ; temper- 
ing, etc. In the Foundry, in making molds of various kinds, and pour- 
ing iron and brass. 

The second class has lathe work in the machine shop ; in the boiler 
shop are taught the various methods of the boiler maker, riveting, 
cutting out tubes, patching, using tube cleaners, etc. In the copper shop 
they have instruction in the making of copper pipe and patching the 
same ; the use of gas forges ; soldering ; hard soldering, etc. In addition, 
the second class spend one-third of the drill time on one of the ships in 
the harbor, inspecting boilers and engines ; starting fires ; getting under 
way ; steaming ; coming to anchor ; the midshipmen themselves doing all 
the work. 

Midshipmen of the first class have the use of the other tools in the 
machine shop not previously taught; various pneumatic, electric and 
hydraulic apparatus. They spend a great deal of their time in the lab- 
oratories with gasoline engines, metal testing apparatus; evaporators; 
turbines; air compressors, etc., themselves actually running all these 
apparatus, to become familiar with them. They spend a large portion of 
the time in the model room, running the apparatus there. In addition, 
they go on board the ships in the harbor with the second class as above, 
they acting in the capacity of the leading men. 

MODEL ROOM. 

The apparatus in this room is kept ready for running at all times, 
with compressed air or electricity, and the midshipmen are free at any 
time to use this apparatus, so that they become familiar with the actual 
handling of engines in motion. 

Very respectfully, 

J. M. Bowyer, 
Captain, V. S. N., Superintendent. 






55 

On assuming the principalship of the Baltimore Polytechnic Institute 
in September, 1899, I found that the usefulness of the institution could 
be advanced by revising the course of study to the extent of eliminating 
all instruction comprised within the curriculum of the elementary 
schools. In furthering this idea the Board of School Coimnisioners, in 
1900, excluded all pupils of elementary grades from the Institute, thus 
making the standard for admission the completion of the course pre- 
scribed for the elementary schools. This action of the board advanced the 
Institute to full secondary rank as a school, and the course was at once 
changed to meet the new conditions. 

It being realized that the very considerable body of young men who 
complete the technical high school course are not those who enter the 
trades, but are composed of those whose circumstances admit of a further 
prosecution of study at the technical university, and of that greater 
portion who, at graduation, are thrown upon their own resources in the 
activities of life, the new course was made up accordingly. The first 
mentioned class of secondary technical school graduates develop into the 
master engineering minds — the directing spirits of all the applications 
of science to public utilities and other material problems of life. The 
second mentioned class, comprising the greater portion of graduates, 
become leaders in that class of men who "do things" — that highly 
essential class which stands between the engineer and the mechanic, 
their field being as wide as the whole system of our national industries. 

The results have been highly satisfactory- Of the 347 graduates 
since my incumbency of the principalship, 264 completed the full course 
of four years. About 40% of this latter number entered higher institu- 
tions of learning, all receiving at least sophomore standing at entrance, 
and, in a number of instances, degrees in the different branches of 
engineering were won in two years. 

That the present course of study furnishes "an education with refer- 
ence to practical life" is abundantly proved by the evidence of the 60% 
of the graduates who did not enter higher institutions of learning. The 
same class room and shop instruction which sufficed to merit advanced 
standing in universities was equally advantageous to them in securing 
remunerative employment in the boundless field embracing civil, mechani- 
cal, electrical, mining and chemical engineering. They can be found 
occupying reponsible positions in the drafting room, the mill, the factory 
and the workshop; their services are valuable in all the ramifications 
of that subtle agency whicn makes possible the telegraph, the telephone, 
and modern traction; the chemical analyst finds them surprisingly 
equipped for the delicate processes of his profession; and they are far 
from being unknown in the departments of construction and mainte- 
nance of way of a number of the railroad systems of the country. 

The progress of the Institute since its inception as a manual training 
school in 1884 has been uniform along the lines suggested by the 
developments of this practical age, until today it is conceded by leading 
technical universities to be the most advanced secondary technical school 
in the country. 

Yours very truly, 

William R. King. 



In handling our boys our aim has always been along what we term 
"practical lines" — fitting the boys for real life. As a result, when our 
wards leave here, they experience but little difficulty in securing and 
keeping lucrative positions. 

Brother Paul, 
Superintendent St. Mary's Industrial School. 



56 

Maryland, which has the distinction of having established in 18S4 the 
first public school in this country devoted to manual training, is now 
engaged in a movement to incorporate the system in the schools 
of all cities throughout the State. 

In order that the widest knowledge may be obtained on the subject, 
Math a view to bringing the project to its greatest perfection, a commis- 
sion on industrial education, created by the legislature, is sending out to 
all large cities in the country, including Chicago, pamphlets explaining 
the purposes of the commission and containing a list of queries as to 
the best methods to be employed to insure complete results and the 
highest sucess. * 

The commission, of which Dr. Richard Grady, of the United States 
Naval Academy, is the chairman, is anxious to secure data as to the 
attitude of the public mind on the subject of industrial education, help- 
ful suggestions, photographs, documents, and, in short, information of 
every description respecting education in the industries along three 
lines — agriculture, mechanic arts and domestic economy. 

Among the questions to which specific replies are especially desired 
are the following: 

To what extent in its several grades and by what methods industrial 
education is carried on outside of Maryland as a branch of public 
education. 

The practicability of introducing or extending it in the several grades 
of public schools, city and rural, with forms of industrial education for 
colored children. 

The best methods of enlarging and extending such work, having in 
view also the question of its more direct connection with existing public 
systems or agencies. 

The best means and methods of establishing and maintaining it in its 
several grades — whether by State action or by local action, or by both 
combined. 

How far it can be incorporated into the present school system of 
Maryland, and what — if any — changes of law are necessary or desirable 
to that end. 

The best methods of training suitable teachers. 

Changes — if any — required for this purpose in the present system of 
normal schools. 

Changes — if any — required to enable the normal schools to meet more 
fully the needs of the present public school system. 

As to each of the foregoing topics — How far the educational element 
should be incorporated into such training, as distinguished from the 
strictly trade, apprentice or technical element. 

It is the expectation, according to the announcement sent out by the 
commission, to make its report to the legislature before the adjournment 
of the present session, and the request therefore is made that all infor- 
mation be forwarded to Chairman Grady as promptly as possible. The 
commission declares itself to have been greatly encouraged by the fact 
that the Federation of Labor has adopted a position unreservedly in 
favor of a comprehensive scheme of industrial education. 

'<In fact," says the circular, "educators, manufacturers, labor organiza- 
tions, business men, are all taking vital interest in the educational 
problem the commission is considering. Notwithstanding their lines of 
approach are dissimilar, they are all working for one grand result. As 
these several interests become more deeply engaged in the work, they 
will become more in accord, both as to aims and methods. Every age has 
its problems, by solving which humanity is helped forward." 

The commission declares that it is not its purpose to appear as critic, 
much less an opponent to the present public school system, "but," it 
continues, "some modification in the metnods of the system as it now 
exists, though not of its essential spirit, is absolutely necessary." 



57 

The widespread introduction of scientific knowledge and scientific 
methods into all the industrial processes of the day, the commission 
holds, makes it desirable that the great mass of children who leave 
school at the ages of 14 to 16, and under, if they are not to be launched 
unprepared into an unknown world, must acquire such training in the 
public schools as will give them at least some elementary knowledge of 
the facts and forces which they will face as soon as the doors of the 
school-house close behind them. 

"Contemplate a child coming out of school to make a living," says the 
circular, "If his education is to stop at any single point, he should 
have been taught something to help him in the struggle of life. No 
system of education is logical which undertakes to carry a youth as far 
as he has to go through school, and drops him without having done 
anything to teach him how to do that which will most probably aid him 
to make his daily livelihood. After years spent in school, boys and 
girls — yes. graduates of high schools and colleges, find that they have 
not been trained to do any one thing well. Certainly there is but little 
value, economic or otherwise, in a system of education which fails 
under such a test." 

It is cited that of 13,000,000 young men between the ages of 21 and 35 
only 5 per cent, received in the schools any direct preparation for their 
vocations, and of every hundred graduates of the elementary schools 
only eight obtain their livelihood by means of professional and com- 
mercial pursuits, while the remaining ninety-two support themselves 
and their families with such skill of the hands as they have been able 
to acquire. Of all the boys and young men in the United States, it is 
claimed, between the ages of 15 and 24 years, only one-third of 1 per 
cent, are receiving any definite instruction in the arts and sciences which 
bear directly on their occupations. 

J. Charles Shaffer, 
Publisher The Chicago Evening Post. 



INDUSTRIAL EDUCATION AT THE MARYLAND SCHOOL FOR 

BOYS. 

This is a school for delinquent boys. It is supported by city and 
State appropriations. 

Industrial education has long held an important place in the curricu- 
lum of this school. 

The central idea is that of interesting and training our boys in some 
useful trade or occupation. The strictly technical manual training 
idea has been abandoned, although we still have strong courses in 
drawing, sloyd and metal work. Our primary object, however, is to 
educate a boy in the elements of a trade and to make this commercially 
profitable to him at the earliest possible moment. 

For the class of boys who come to a school of this kind, the ordinary 
incentives to study and work do not appeal. But if some definite end 
can be seen by the pupil an incentive of the strongest kind is offered. 

I do not mean by this that everything is subordinated to the money 
getting end, but that the money getting is used as an incentive to good 
work and study, for boys ^are not put to remunerative work until they 
reach a certain grade of proficiency. 

In addition to the shop work, which is of value to only a portion of 
delinquent boys, we have the industrial* training given by the green- 
house and farm. This is training which requires instructors of excep- 
tional patience and ability. Its results, however, I believe to be of 
greater result in proportion to the numbers engaged, than the more 
strictly technical industrial education. It must be remembered, how- 
ever, that where boys are taken from city life, the number who can be 
interested in floriculture and farm work is limited. 



58 

We believe that for delinquent boys, academic training should go 
hand in hand with industrial training, and that each may help the other. 
As boys grow older, however, they should be studied carefully to the end 
of finding the limit of their mental powers in the academic line. There 
are many boys and young men on the borderline between feebleminded- 
ness and normal, for whom advanced academic training is useless. 
These can be interested and educated up to a point of self-support if 
advanced properly in industrial training. For such the shop should 
take the place of the school-room entirely. 

I believe, in conclusion, that industrial training is the solution of the 
backward boy problem of the public school system and that such system 
will be ultimately reorganized to fit such boys and girls for trades as on 
the other hand, boys are fitted for college. 

Very truly yours, 

A. E. Upham, 
Superintendent. 



I would gladly contribute anything in my power to help to a proper 
solution of the question before you ; but I must say frankly that I do 
not know my own opinion, or I should say I have not formed any 
definite opinion, and I am afraid that quite a number of people who are 
agitating this matter do not know just what they want. They would 
like somebody to devise a scheme by which a child twelve to sixteen 
years of age may leave school prepared to make a living, and I am 
afraid there is no royal road to that much desired consummation, and 
one of the chief difficulties is the lack of a hearty co-operation on the 
part of the children, and that in its turn is due in part, at least, to a 
want of an effective stimulus that should be supplied by the community 
of grown people. You speak advisedly when you say that when 
children come out of school "too frequently they can not even read 
expressively, write plainly, use intelligible English or add, subtract, multi- 
ply and divide with accuracy and reasonable speed." Every school has 
doubtless been trying to turn out children that could do all of these 
things well, but no one is, or ought to be, satisfied with the results. Who 
can say with certainty what the trouble is? I am sure the children are 
not in earnest, but why are they not? Are the teachers not sufficiently 
exacting, 'or are they not sufficiently inspiring? Are we to suppose that 
introducing industrial training in schools will help the English and the 
arithmetic? And are we justified in supposing that the children will 
come out of the industrial schools any more proficient in that kind of 
work on an average, than they now are in the ordinary school subjects? 

I put all of the above down simply as questions which I can't help 
asking myself. I have not been able to answer to my own satisfaction. 

We have a very good course of Manual training, as we call it, here 
at McDonogh. Boys who enter young enough get two years in our 
wood shop working about eight hours a week; and then they take two 
years in the machine shop, working about nine hours a week. Our 
boys do good work, but we do not think they know enough about this 
kind of work to make a living at it, that is, they have not learned a 
trade. This training is given to boys who range in age from 12 or 13 
to 16 or 17. It would be very expensive to provide for as much as we do 
for all of the children of the State, and it is my opinion that the 
commission should come to a very definite conclusion as to how much 
industrial education it is wise to undertake to give, and to determine the 
cost to give that amount to a group of children sufficiently large to 
make the plant as economical as possible. Having settled these two 
points, the commission could tell the cost of each unit in the system. 
We have the Polytechnic Institute now, and the cost of running that 





Manual Training, Tome Institute 



59 

is known. Will a much less extensive course than that of the Polytechnic 
Institute be sufficient? If sufficient, sufficient for what? To go on to 
the Polytechnic or some similar institution, or to go to work? If they 
are to go to work on leaving the industrial school, it is very important 
to fix a definite standard up to which to bring the children. What can 
they be fitted to do? Having succeeded in fitting the children to do 
what we aimed to do, can they all then find work of that kind to do at 
a living wage? 

If I were a Czar, I should go slowly. I should try to find out 
definitely what kind of industrial training is needed, in the sense 
that I could be sure to find work for children having that training — or 
reasonably sure. Then I should fully equip one school to furnish that 
training, and then watch results, and extend that kind of training just 
as fast as results from this model school seemed to justify such exten- 
sion. I am not a Czar, and if the Assembly were to undertake to carry 
out any such scheme as I suggest, there would doubtless be the usual 
dissatisfaction about the location of it, etc. 

If the State could afford the material equipment and to pay the 
teachers, there would, of course, still be great trouble in getting a 
sufficient number of good teachers for the industrial schools. 

Our plant cost about $9,000, and the anunal expense is from $2,500 to 
$3,000. The same plant could be used for two or three times as many 
boys as now use it, but the annual expense is probably as low as it 
could be made per boy. About eighty boys are now doing manual train- 
ing work. I should have stated that we have, a good printing office as a 
part of our work. Our boys do good work, as you will see by th*e 
Alumni catalogue which I send you. That was printed and bound in 
our office. About twenty boys work in the printing office, and although 
this work has been going on here since about 1882, you will notice on 
page 101 of the catalogue that only 19 of our boys are now printers. As 
to the shops, I can't tell just how much the training has had to do with 
the after life of the boys. On page 101 you will see how many boys are 
working as machinists, etc. 

I am afraid this letter will be of little or no help to you — in fact, I 
am not sure that it will repay reading. I have rather at random 
written out thoughts that have occurred to me. As I said in the 
beginning, I really have no definite views on the subject. I have an 
impression that a good many people who are advocating these schools 
have no very definite idea as to what they want, and for that reason 
I trust that your commission will be able to lay a very definite plan 
before the General Assembly. 

S. T. Moreland, 
Principal McDonogh School. 



For many years I have regarded manual training as the precursor of 
trade teaching — vocational training — now euphemistically called, though 
I could not see my way clear to advocate trade teaching in the public 
schools. This was not from the failure to appreciate the need of it, for 
I remember that in the '80's I used to try to illustrate the condition by 
the remark that "an American boy, if possessed of a white skin, could be 
taught a trade only in jail." But the objections to public school trade 
teaching outweighed the advantages, in my judgment, and I preached 
trade teaching by manufacturers and corporations, each teaching its 
own trade. My studies in Europe, in 1891-2, confirmed this view. But 
perhaps ten years ago, there came to me the idea first put into practice, 
I think, in Cincinnati, then at the Lewis Institute. My thought was for 
younger boys (not girls), a half-day in school and a half-day in a 
neighboring shop. I wanted to try this in a school in a manufacturing 
district ; but the plan was not encouraged, to state it mildly. 



60 

I still think this the best plan for boys — manual training through the 
grammar schools, then a connecting school — school half-day and shop 
half -day; or alternate weeks; the latter certainly for the older boys. 
For various reasons, such as the environment, the small expense of 
equipment, etc., I am inclined to believe that the instruction of girls in 
the domestic arts, including dress-making, millinery, etc., can best be 
done wholly in school. But I am open to conviction. 

H. H. Belfield, 
University of Chicago. 



While very deeply interested in the subject to which the foregoing 
pages relate, I do not feel myself sufficiently posted to make any sug- 
gestions which would be of practical value. 

My own association with matters of education has been along the line 
of professional training, particularly in law and medicine. 

Henry Stockbeidge, 



It is difficult to reply to your communication, owing to the absence of 
any specific information as to the plan desired by the Federation of 
Labor. There are certain fundamental principles which have been in 
existence for centuries. It seems to me that boys and girls need to 
devote the most of their time at school, in order to obtain an ordinary 
school education, which they will need all through life. If they do not 
learn to read correctly, or if they are unable to grasp arithmetic, then 
the school system on those subjects should be improved. It does not 
follow that industrial education on that account should be substituted. 

It seems to me that all boys who expect to learn a trade out of which 
they can make their living should not have their school education 
neglected on that account. Perhaps they commenced to learn their trade 
too early; but at all events we do know that the best mechanics are 
those who serve an apprenticeship in reliable shops and thoroughly 
learn their trade. If there should be any scheme to substitute for that 
industrial education, I am afraid that we would not have as good 
mechanics as under the old system. 

The same reasoning would apply to girls. There are a great many 
girls who make their living in tobacco factories, printing establishments, 
and with manufacturers of clothing. These undoubtedly employ many 
thousand girls who formerly did not have employment. It does not 
seem that a public school system could make plans to teach such girls 
industrial education so that they could enter these factories and take 
positions at the top. On the contrary, they must all commence at the 
bottom, and I know that as they become more proficient they get larger 
wages. 

It is not at all my desire to oppose your proposition. If any one else 
can present to me any feasible plan, I would be glad to consider it and 
do all I could to assist. 

I am sorry that I have no information upon the various items which 
you have mentioned herein, which would enable me to assist you in 
presenting the case to the public. 

Charles H. Torsch. 



I have read your circular letter and would suggest that you communi- 
cate with Mr. Charles B. Winslow, who is engaged in compiling a report 
for the American Federation of Labor, and I am sure he will be glad to 
co-operate with you and furnish information and data that would be 




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61 

valuable and interesting. I have the honor of being a member of the 
committee on industrial education of the above organization and a recent 
report gotten out by the body should be in your hands. By communi- 
cating with Mr. Winslow at A. F. of L., headquarters, Washington, D. C, 
you will receive many suggestions from various sources that will greatly 
aid you, and Mr. Winslow wil gladly accept any information you can 
give him, as he is desirous of receiving expressions and opinions. 

Edward Hirsch, 
Baltimore Federation of Laoor. 



I have read the foregoing with much interest and I want to congratu- 
late you on its scope and its evident comprehensive purpose. The 
answers to inquiries, in my judgment, will give you a tremendous amount 
of information on the subject matter. 

I trust that those to whom you have sent copies will be as interested 
in the subject as you are, and that the result of the inquiries will give 
you that for which you are seeking. 

Charles H. Winslow. 
American Federation of Laoor, Washington. 



Your statement that "Every age has its problem, by solving which 
humanity is helped forward," is axiomatic. It needs no discussion. By 
the term ''Industrial Education" I presume that you mean an education 
or training which fits one to intelligently take his place in the world's 
work and discharge the obligations he assumes in an efficient manner. 
The man or woman in our age of utilitarianism needs to know some one 
thing well. 

When a person has this possession, the world's activities need his 
services and will pay for them; without such training, his life must be 
characterized by a vacillation which greatly discounts the value of the 
service which he has to offer. 

Ours is a practical age. In all of our industrial vocations, our cap- 
tains of industry want service of a practical character. The very first 
essential for a man in our modern life is to be able to secure a training 
which will, with industry, provide a home and secure a maintenance for 
himself and family. When this is attained, the problem is solved. 

The training of the woman is no less essential than is that of the man. 
She is not born with the knowledge of domestic science; she must 
acquire it. The health and prosperity of the family depend upon her 
having a training in this science to the end that the laws of hygiene and 
child development may not be inoperative in the home. No greater 
obligation can rest upon a human being tnan that which comes with the 
arrival of children in the home. To properly discharge this obligation 
to the child, the mother of the home must know the laws of physical, 
moral and mental development of the child. Every high school of the 
State should have a course in domestic science. 

The New England States and many of the Western States have strong 
manual training departments as well as efficient courses in Domestic 
Science. 

An appropriation by the State for manual training is made to each 
county of the State, and many of them are doing an excellent work. 

It is true, however, that a large part of the work in our grammar 
schools must be devoted to acquiring instrumentalities to successfully 
prosecute courses in vocational training. My meaning of the term 
"instrumentalities" is: 



62 

(a) The power to express one's thoughts in well constructed English. 
A thought inaccurately expressed is robbed of much of its power. 

(b) A knowledge of the fundamentals in State and national history. 

(c) An elementary knowledge of civic duties, and a consciousness of 
the obligations to discharge these duties to State and nation. 

(d) A knowledge of such branches as elementary mathematics, Phy- 
sics and the principles of plant and animal life. This possession should 
be acquired in the eight grades of any well ordained Grammar school 
course. In the public school curriculum, it vocational training is to be 
given at all, it should not commence until the pupil has reached the 
high school grade. We have in our high school courses and in our 
manual training courses well organized departments ■ in mechanic arts, 
bookkeeping and stenography. This training turns the students' atten- 
tion naturally to the "urban drift." At present we have no well defined 
policy in our public schools which makes for the enlightenment of the 
rural child, on subjects which pertain to its rural environment. This is 
to be regretted. There should be a training in the public school system 
which would give the country child the power to appreciate the possi- 
bilities of success from intelligent effort in agricultural work. The 
Pacific coast of our country gives unmistakable evidences of the success 
which attends intelligently conducted enterprises in every department of 
agricultural work. Maryland is not wanting in successes of a similar 
character. Many of our graduates in Agriculture, Horticulture, Animal 
Industry, Civil, Electrical and Mechanical Engineering are filling posi- 
tions of emolument and trust in all of these professions. In addition, 
we have short courses in Agriculture, Horticulture, etc., which train 
men for vocational work. These men go back to the farm and become 
successful Horticulturists, Stock and Cereal breeders. These men learn 
by doing. Their work is of an apprenticeship character and is wanting 
in the full Knowledge of the scientific principles which underlie the work. 

There is a Normal and Agricultural Institute, Sandy Springs, Mont- 
gomery county, for the instruction of boys and girls. The Institution is 
doing good work, under George H. C. Williams, principal. 
<The national grants to the States, Territories and dependencies of the 
United States provide that an equitable division of the funds arising 
from these grants shall be made between the white and colored popula- 
tion. The State of Maryland set aside 20% of these funds for the 
colored population. This division was made on the basis of the then 
existing division of the public school funds of the State. The Princess 
Anne Academy, in Somerset county, at that time was selected as the 
beneficiary of this fund and is still acting in that capacity. The work is 
under the control of Dr. J. O. Spencer, of Morgan College, Baltimore, Md. 

The Maryland Agricultural College supervises the work to the extent 
of requiring that the bills be presented to it, and they are approved for 
payment, if the expenditure is strictly within the requirements of the 
law. 

I know that much industrial work is done in many of the charitable 
institutions of the State at a cost much less than it could be done by the 
State. 

The Normal schools can not train teachers unless they have teachers to 
train. The salaries paid by the State of Maryland will never attract 
men and women, to the extent of leading them to make teaching a life's 
work. They no doubt will continue to teach until they can secure some 
occupation which will promise less strain upon their vital resources and 
more compensation for the services rendered. When these desiderata 
are supplied the Normal schools will be filled, and qualified teachers 
abundant for the schools of Maryland. 

R. W. Silvester, 
President Maryland Agricultural College. 




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Our Institution is educational only, preparatory to higher technical 
studies elsewhere. We have day and night schools. In the day school 
nearly five hundred pupils and in the night school nearly one thousand. 
In the day school 233 are Saturday pupils, engaged in Academic schools 
during the week and learning drawing and designing with us. Of these 
74 are in the Mechanical class — young pupils contemplating mechanical 
employments and intent on learning to draw and to read drawings, as 
a preparation for their life work. The rest are engaged in free-hand 
drawing, some as a matter of preparation for various pursuits that 
involve a knowledge of drawing and others perhaps with artistic tenden- 
cies, laying a foundation for future advancement in this direction, but 
yet too young to neglect their Academic training. We have also in the 
Saturday school a normal class, mainly of teachers in the public schools 
who are preparing to teach drawing as an additional qualification in 
their profession. 

The rest of the day pupils pursue the artistic course, including manual 
training in clay, leather, wood and metal working as applied arts. At 
the end of the second of a four years' course the pupils in the day 
school elect, if they have not previously done so, whether to take the 
purely artistic course or the applied art department. 

The night schools are divided into Mechanical, Architectural and 
Free-Hand Departments. 472 are in the Mechanical class ; 316 in the 
Architectural, and the rest in the Free-Hand Department. These three 
departments are availed of almost entirely by young men, with a small 
proportion of young women, who are actually engaged during the day in 
earning their own livelihood, and almost without exception they are 
intent on a practical education in various industrial employments in 
which a knowledge of the art of drawing and designing is necessary. 

Ours are not trade schools, with the exception of the applied art 
department in the day school, and even there we do not profess to fit 
the pupils for the mastery of any trade, but only to start them in the 
direction which they contemplate for a life work. In the Mechanical and 
Architectural Departments we do not aim to graduate pupils as mechani- 
cal engineers or architects, but to fit them to further prosecute their 
studies in higher institutions like the Stevens Institute, the Boston 
School of Technology, the Carnegie Institute and others, or in self- 
culture. So in the Artistic Department we do not profess to graduate 
artists, but rather to lay the foundation for further advancement in 
higher schools of art in this country and abroad. We profess only to be 
a Grammar School of art, industrial and otherwise; not a university or 
college. 

How far the public school system could or should embrace the training 
that we give to pupils is not for us to suggest. We consider and have 
sought to make our schools an adjunct of the public school system, cover- 
ing the ground which they are unable to embrace for lack of time, and 
addressing our efforts to the class of pupils who may have selected 
employments involving a knowledge of drawing and designing. 

John M. Cakter, 
President Maryland Institute for the Promotion of the Mechanic Arts. 



I want to call your attention to a feature of industrial education 
which is not a theory but a successful experiment — that of co-operative 
industrial education. First started in Cincinnati, Ohio, under the super- 
vision of Prof. Hermon Schneider, it has spread to different parts of 
the United States and always with satisfactory results. Briefly, the 
system is this: Pupils of high school age able to do high school work, 
are divided into two groups. They take work alternate weeks in the 
school and in a manufacturing shop in the city. The course in the 
school is lengthened to six years, but when the boy is through his 



64 

course, he is able to do first class work as a machinist. Thus far it has 
been successfully worked only in the departments of electrical, chemical 
and mechanical enginering. If the co-operative system is good in these 
departments, can it not be made a success in all departments of life? 
Will not the co-operative system solve the problem of industrial educa- 
tion? Let us illustrate : Suppose they are in need of a clerk in a 
department store in Baltimore. There are two pupils in the first grade 
of a high school in Anne Arundel county. If those two pupils will 
take the work, alternating with their school duties, the department store 
will be successfully served and by extending the course of study to six 
years the pupils will have the cultural training of the very best high 
school. This method can be extended to any department of work and 
to any number of pupils. Now suppose there is a farmer in Anne Arundel 
who needs a boy to work for him. By alternating their work they 
could do the same as the pupils who went into the department store. 

Now, the same principle can be extended to industrial high schools all 
over the State. Suppose it is a co-operative Argicultural High School. 
The boys could work in the school and on the farm by alternating 
their work so that a school of forty or fifty boys could make a farm of 
as many acres produce in value crops that would soon pay all the 
expenses of such an institution. Prof. L. S. Bailey, of Cornell Uni- 
versity, shows how one acre of land, by proper cultivation, can be made 
to clear $1,000 a year, if situated near a good market. It seems to me 
that here is a field for unmeasured development in the State of Mary- 
land, situated as we are so close to the great markets of Philadelphia, 
Baltimore and Washington. 

What would be the results? Boys and girls who are compelled to 
leave school at the ages of fourteen or fifteen can, by being paid for their 
services, remain in the high school until they complete its course, and 
they will go out from the school better prepared to do the great work of 
life. It will diversify the school work and thus secure a greater 
efficiency in the purely cultural studies. It will bind more closely the 
laboring classes to be heads of great industries. It will bring the 
honest and industrious poor boy or girl into his or her inheritance. 

John P. Buedette, 
Principal Anne Arundel Academy. 



I quote from your circular letter : "After years spent in school, boys 
and girls — yes, graduates of high schools and colleges, find that they 
have not been trained to do any one thing well." This is only too true, 
and is a just ground of the adverse criticism of the schools. Why does 
this criticism exist? Because the schools are trying to do too many 
things. Studies and subjects have been added until the curriculum is 
overburdened. There is not sufficient time; the pupils, as a rule, have 
not the capacity, and the teachers have not the knowledge and teaching 
power. Any one of these reasons is sufficient to account for the failure. 
Combined, they make the attempt — if the result were not so serious — 
ridiculous. 

What is the remedy? Attempt to do less and do that well. Teach 
reading. This art will unlock the store-house of information. Teach 
the boys and girls to write. At present a few girls can write, while 
with very few exceptions the boys scribble. Train them to express 
their thoughts in correct and clear written English, and to speak their 
mother tongue with some regard for correct usage. Teach them to "add, 
subtract, multiply and divide with accuracy and reasonable speed." 
This does not seem much to ask, and yet very few of the boys and girls 
who leave school at fifteen have acquired these arts. Let the authori- 
ties follow the lead of the public and insist upon these things and change 
the course of study and the teachers until these results are reached. 



65 

Beside the ends to be sought as mentioned above, there are others of 
perhaps even greater importance. If a pupil leaves school without, at 
least, some training in connected thought, without the power of assimi- 
lating new ideas, without a training of nis reasoning faculties, without 
the habit of close observation, the school has not done its proper work. 

Manual training, differentiated from "Industrial education 7 >and 
"scientific education" and "technical education," has a place in the 
schools. For the others there is no place. ''Manual training" is, or 
should be, a training of the mind through the hand. It is supposed to 
prepare, in a degree, the pupil to use his hands directed by his mind. It 
is a mode of thought expression. He thinks a perfect joining of two 
pieces of wood ; by the use of bis hands he attempts to realize the ideal. 
He idealizes, assisted by his teacher or by his unassisted volition, an 
object adapted to a certain purpose. In realizing this object adapted 
to its intended use he is doing just what he will be called upon to do 
after leaving school, whether his* work is in the shop or in the counting 
house, on the farm or in the engineer's work room. The thought and its 
expression is the law of life. 

The reason manual training has proved of little value, if not a real 
detriment, in many cases, is because its true function has been lost sight 
of. Teachers have been satisfied with poor results. They have confirmed 
rather than corrected slip-shod habits. They have made the same mis- 
take in the manual training room that is made in the study rooms. 
They have tried to do too much. A desk or a Morris chair full of 
defects would better not have been made. If it realize the ideal, the 
ideal needs correction. If it does not realize the ideal, its making has 
only strengthened the habit of incomplete expression. 

William S. Cbouse, 
For 15 years head of St. Michael's High School and later Superintendent 

of Schools, Caroline county. 



It is asserted, and with much show of reason, that public education 
does not accomplish what its advocates claim for it; that it does not 
decrease crime; that it does not promote respect for law; that it does 
not insure the selection of the best men for places of trust and honor ; 
that the legislators, educated by the public and placed in office by 
publicly educated electors, do not always enact just and wise statutes, 
nor do the officials, educated by the public, always honestly and impar- 
tially administer such laws as are wise and just ; that the public schools 
do not send out young men and young women prepared to enter upon the 
active duties of life as capable, intelligent, self-reliant members of the 
community, but rather that the output of the schools is a helpless 
multitude, uninformed — indeed, too often misinformed — with false notions 
of life and not fitted to render the public a return for the vast sum 
expended by the public for so-called education. The question of the 
justice of this criticism' and in how much it is just, is open for dis- 
cussion. But the fact that this question is raised and is forcing itself 
upon the attention of thoughtful people can not be ignored. It demands 
the serious consideration of those who in any way are concerned in 
public education. If the charge is true, conditions should be changed; 
if false, its falsity should be promptly and conclusively shown. 

The following propositions hardly admit contradiction: First, the 
curriculum is congested. Subjects have been added from year to year, 
until in an effort to teach all, all are slighted. The cry has been, if a 
thing is a good thing to know, "Put it in the schools!" Little 
account has been taken of the time available ; of the learner's capacity, 
or of the teacher's knowledge and teaching power. Those supposed to 
direct public education seem to have lost sight of the fact that there 



66 

are a few fundamental studies and underlying processes the mastery of 
which alone makes possible the later acquirement of much information 
and facility in many operations. Second, the directors of public educa- 
tion have not kept in view the true end of public education, viz.: the 
public good. The distinction has not been made between what is good 
for the individual and what is good for the State. It will not do to say 
that what is good for the individual is good for the State. This would 
not be true even if every pupil were willing and able to take advantage 
of all that the public schools offer ; but when it is considered that about 
two per cent, of the pupils enrolled, to say nothing of the larger number 
of school age not enrolled, do avail themselves of what the State offers, 
it will hardly be denied that much of the money appropriated for 
public education is misappropriated. 

Third, it is not possible to put more in the curricula of the schools, 
unless something is first taken out. They are already full. Who shall 
decide what must be taken out? It may be possible to reach a concensus 
more or less general if it is proposed to add something to a curriculum 
already overburdened, but it is doubtful if an agreement could be 
reached if it were proposed to eliminate something. 

Fourth, if the present trend of thought is toward "a comprehensive 
scheme of industrial education," meaning "education with reference to 
practical life," what shall be the particular form of this "industrial 
education?" "Industrial education" means an education of the hand — 
a training in doing something. If not an actual doing, but a mere learn- 
ing about the doing, it is not "industrial education." Shall the doing 
be with wood-working tools, or shall it be with metal? Shall the boys 
be taught the building trades or railroading? Shall telegraphy or 
stenography be taught? Shall the girls be taught in the schools to sew 
or to cook, to make beds or to care for children? The very multi- 
plicity of the things to be done answers these questions. It is impossible 
to provide in the schools these several occupations. Even if it were^ 
possible, it is by no means certain that the public desires such a scheme 
of education. What the people demand — and their demand is reasona- 
ble — is that when the children leave the school they be able to read and 
understand what they read; that they can use their knowledge of 
number with accuracy and facility; that they can speak and write 
English correctly ; and that their minds are so trained that they can 
begin the learning of the trade or business or profession of their choice. 

An acquaintance with the ways of doing a thousand things and even 
the ability to do them may be eminently desirable — they may be good — 
but do not "put them in the schools." 

(Additional matter from "Professional Course" through Mr. Melvin, 
of Commission.) 



As a graduate of two engineering schools, devoting my whole time to 
agriculture, I think that the object of education should be to so equip 
persons that they will be best enabled to understand all forces working 
in the universe, past, present and future, for good and evil, that they 
can be of more service to God and humanity. 

I think this can be done best by including agriculture, mechanic arts 
and domestic science in the curriculum.' One of my greatest pleasures 
today is to appreciate the workings of things around me in whatever 
sphere it may be, and I think that 95% of the farmers and house 
keepers find their vocations hard work instead of a great pleasure 
because they do not understand the scientific principles involved in 
their work. I consider the mechanic arts as important to the develop- 
ment of that part of a man's knowledge which enables him to overcome 
obstacles as is the steam engine in utilizing the power of steam. As to 



67 

the method of obtaining results, I think the "Davis Bill" before Con- 
gress, backed by the Granges throughout the United States, would be of 
interest to your commission, and nearer to what we want than anything 
before the people today. 

E. S. Choate, 
Agi'iculturist, Baltimore County. 



I thoroughly endorse the views of the commission as set forth in the 
foregoing paper. 

E. B. Owings, 

Merchant, Baltimore. 



In reference to the industrial work as carried on by the Prisoners' 
Aid Association, of Maryland, I can only say that there is no definite 
course of industrial education attempted, the work being of such character 
as is best suited to the capabilities of the men, and which finds a ready 
market for the product. So far only simple articles of household furni- 
ture have been made. 

A class for men in mechanical drawing is continued throughout the 
winter months, meeting once a week. 

Geo. M. Gaither, 
Chairman Committee on Industries. 



Throughout Baltimore City manual training is given to the pupils in 
all of the elementary schools. The pupils up to and including the sixth 
grade receive instruction in their regular classrooms, while those of the 
seventh and eighth grades go to manual training centers for their work. 
This, of course, is to be distinguished from the more vocational training. 

To my mind there is a great need for vocational training of a very 
practical nature at this time, and in my opinion vocational training as 
such will never meet the demand until it is made a part of our public 
school system. 

The plan for introducing such training in a public school system 
which at this time appeals to me most strongly is as follows : 

Establish what are to be known as vocational classes in different sec- 
tions for those pupils who expect to enter the trades or industries. The 
instructions in these classes would not specialize along any one trade or 
industry, but rather include general tool technique and a general knowl- 
edge of materials and methods, and all academic work being related to 
industrial pursuits. . These classes to lead up to a vocational or trade 
school, where the pupils may specialize in the trade for which they 
may elect. 

Geo. M. Gaither, 
Supervisor of Manual Training, Baltimore City. 



While 1 am without the requisite experience to reply intelligently to 
the queries propounded on the opposite page, I do not hesitate to say 
that I think the present curriculum of the public schools superficial, 
and I should be very glad to see it modified so as to prepare the pupils 
for entrance upon practical life. 

Richard D. Fisher, 
Banker i Baltimore. 



6S 

It has been openly and emphatically asserted by outside capitalists 
that one of Baltimore's chief handicaps to industrial progress is her 
comparative dearth of skilled or technically educated labor. Specific 
instances can be cited where desirable enterprises have been lost to the 
city in the past by reason of said existing labor conditions. 

In view of the foregoing I have thought it might be both wise and 
practicable to establish several primary trade schools, in connection with 
our present city public schools, in well selected localities, with a view of 
awakening a vigorous interest in technical training, one or more of such 
primary trade schools being conducted at night in order to provide 
opportunity for young men who are employed during the day and are 
obliged to seek supplementary education after working hours. 

A system of this character in vogue would doubtless result in a 
tremendous multiplication of skilled labor, such as would enable Balti- 
more to supply all lines of industry with an abundance of trained help. 

T. O. Heatwole, 
Member City Council, Baltimore. 



Every boy that the State equips with a profession or trade, is like 
placing a dressed block of granite, set in good cement, in the great 
structure being moulded by our people ; while allowing a boy to leave 
school with a smattering education and no trade, is like attempting to 
build a great structure out of poor material with no cement, which will 
fall of its own weight after reaching a certain height. I think your 
commisson is an excellent movement along the right lines. 

Calvin W. Hendrick, 
Chief Engineer, Sewerage Commission, Baltimore. 



I have been deeply interested in the several movements which have 
recently been inaugurated for the definite study and extension of indus- 
trial education. 

My personal study has been devoted entirely to discharged prisoners. 
We found that the very largest percentage of men and women discharged 
from the penal institutions of our State were without any technical 
education, and were only adapted for unskilled labor. This discovery 
served to show that the class of society from which, generally speaking, 
this grade of men and women came were without that industrial or 
handicraft knowledge which would equip them for better wage earners 
and place them above the vicissitudes which may have, perhaps, had a 
direct influence in leading them into criminal lives. 

We fitted up a workshop into which as many of these men could be 
placed as our accommodations would permit, but the equipment and 
circumstances would not allow that definite training which would equip 
these men to become skilled laborers in some trade. 

I feel convinced that industrial education of a most practical nature 
should be encouraged, and that the youth of our city and State should 
have the opportunity of an equipment which will enable them to be- 
come skilled laborers and be above those vicissitudes which play such a 
large part in our criminal and indigent annals. 

I believe that trades should be taught ; not merely the scientific ele- 
ments and technical outlines, but the trade itself in all of its practicali- 
ties. 

I am sure such an opportunity would be a great blessing to many of 
the youth of our city and State, and would solve the problem of the 
indigent and dependent in a way that we are not able to handle 
through scientific philanthropy. 

J. Harry Tregoe. 



69 

I approve of combining the State and local actions for all manual and 
industrial training schools. Not State, because I don't think the State 
could consider the local interests to the best of advantage to the com- 
munity. Not local, because the local authorities in some counties would 
be more than apt to crowd it out for some other interest. 

I firmly believe it should be a part of our State High School course and 
work in conjunction with the rest of the high school work. I believe it 
would be a boon to manual training of the State if scholarships were 
given at Maryland Agricultural College in Mechanics or Engineering 
or Agriculture to high school graduates who have paid special attention 
during their high school course to Manual training, and have the gradu- 
ate to render this mechanical work as portion of his entrance require- 
ments. 

I am firmly of the opinion that scholarships to our State colleges 
(receiving State aid) should be given to high school graduates only, 
and under no condition to a pupil who is unable to enter the freshman 
class clear of conditions. The mechanical work done in a high school 
should receive some recognition when entering a higher institution; in 
some States it does. 

I believe the best manual training instructors are the product of the 
Mechanical Department of the Maryland Agricultural College. Second, 
comes the Normal graduate who has paid special attention to the 
mechanical branches. Since so few scholarships are given to Maryland 
Agricultural College to those who take the mechanical or engineering 
course, and since we look to our Normal school for State teachers, it 
seems to me the Normal school should be ably equipped to furnish 
manual training instructors. But it does not even atempt it now. 

At any rate, I know manual training has not taken the front ranks in 
educational work in the State, solely because of the lack of competent 
manual training instructors. I would deem it wise to require each 
teacher or instructor to meet up to a certain State standard. The 
teacher is a great factor in making the school. Therefore, we should 
have a better corps of manual training instructors. 

In the department here, of which I have had charge for six years, 
I have mixed classes composed of boys and girls, and I find I can't give 
the boys as thorough a mechanical course as I could if I had them more 
time and without the girls at all. 

I feel that in another year some arrangement with this in view will be 
made, as the school board is in perfect accord with my work and 
is anxious to see it progress. My aim is to instill a few mechanical 
ideas and principles and teach them the art of using the tools. 

John T. Bruel, 
Instructor Centerville High School. 



Manual training in the Chestertown High School is taught from the 
fourth to the eleventh grades, inclusive. The State course as laid out in 
the Year Book is followed with much supplementary work. Much stress 
is put upon the names, construction and use of tools. The care and 
sharpening of tools receive due consideration. Our aim is to get a 
finished piece of work in the most workmanlike manner, but not at Ihe 
sacrifice of the principle involved. 

Our drawing is freehand and mechanical, and working drawings are 
required to be made for everything constructed. For the larger work 
blue prints are made. 

From the fourth to the eighth grade the work is educational sloyd 
and should be correlated with the other studies, such as history and 
geography. 

After the seventh grade, I find it necessary to specialize; that is. in 
order to stimulate interest and to meet the advancement, industrial work 
must be given and individual instruction must be given. 



70 

My hopes are that the work may be extended to the rural schools. 
Here the training, which the boys would get, could be made practical 
and applicable to the need of the farm. It seems to me that the vital 
part of the work is being wasted upon the boys of the larger towns ; and 
the ones to whom it would be of use, I mean so far as industrial work 
is concerned, are sacrificed. 

The girls receive instruction in manual training. The same I think to 
be very helpful until the higher grades are reached. From the ninth to 
the eleventh grade, I believe the domestic science would be preferable. 

Owen O. Blades, 
Instructor Chestertown High School. 



I am strongly in favor of industrial education, especially along agri- 
cultural lines, as I believe men and women on the farm stand for what 
is best and most needed in our American life. By improved methods 
of farming and by encouraging our young men to stay on the farm 
instead of going to the crowded cities, will, I think, help to solve the 
problem of the high cost of living and other difficult problems which 
confront us. 

John B. Harmon, 
Agriculturist, Baltimore county. 



Although I am of necessity compelled to follow generally the course 
of study outlined for the State High Schools, I incorporate in the same 
as great an amount of original work in manual training and especially 
mechanical drafting for the boys as is possible, and aim to give them 
such problems in both as will prepare them for practical work in the 
shop and drarting room after they leave school. Both manual training 
and drawing are obligatory in all classes of boys, the girls in the fourth 
year business class being the only ones exempt. 

Our manual training department is a part of the regular high school 
system. 

Manual training and drawing are the studies taught in this depart- 
ment. The drawing includes free-hand and mechanical. The pupils 
range in age from twelve or thirteen to nineteen or twenty. About 
thirty-five per cent, of the student body are girls. Generally, the work 
in both branches is practical, though supplemented at intervals with 
lectures and theoretical instruction. 

Both hard and soft woods are used, according to the character of the 
work and the ability of the pupil. The manual training is taught in 
the basement of the school, two large, sunny rooms being devoted to it. 
The drawing, on the other hand, is upstairs. The tools are kept in 
general cupboards. We have not enough to give each individual class 
its own, and the placing of tools on the separate desks I find conducive 
to carelessness and disorder. The annual expense, exclusive of the 
instructor's salary, is about $400. 

Manual training is beneficial in its results. While it is of no imme- 
diate benefit to the girls, it teaches them precision, accuracy and fore- 
thought ; and moreover, affords them a healthy relief from the tedium of 
the daily routine. It adds to the length of school life so far as the boys 
are concerned, I think, although it is not so beneficial to them in after 
life as is their course in mechanical drafting. 

Lee E. Gilbert, 
Instructor of Manual Training, Laurel High School. 



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71 

The value of manual and industrial training in the public school 
system is becoming more and more recognized as one of the most essential 
features of a child's education, both for the purpose of proper develop- 
ment in the child and as a preparation for practical life. Beyond the 
practical benefits arising from the knowledge of this work, there lies 
the great educational value, calling for the most accurate observation, 
originality, exactness, agreeableness of form and beauty and the creative 
power of the child to the more strongly developed. 

As a subject of study this work should not be given to those only who 
wish to pursue its many branches, but to be made compulsory in all 
schools, thereby preparing a larger percentage of our boys and girls who 
are forced to leave school before receiving a good education, with a train- 
ing which will enable them more readily to undertake the duties in life 
which they will be required to perform. 

The different branches of manual training should begin in the very 
lowest classes, the work being assigned by a manual training instructor, 
and not by the teacher whose training lies in other branches. This is a 
bad mistake, to force a subject upon teachers who, not being trained in 
this work, are allowed to form weak foundations in the child's training, 
and furthermore, not just to the man who has made a life study of this 
subject. 



The introduction of wood-work and mechanical drawing in public 
schools has already proven a great value to the boy whose education is 
limited to the extent of a high school training. I have known a 
number of boys to secure good positions as draftsmen and wood-workers 
with only a high school training. Thousands of boys and girls in this 
State would be better fitted for life, if only subjects of manual and 
industrial training could be brought to a higher standard in our schools. 
Sufficient appropriations should be given to allow this work to be carried 
outjnore extensively throughout our schools. 

Tnink of the advantages to the country boy whose education, in a good 
many instances, is limited. If he could have the opportunity to attend 
a manual and industrial training school near home, where he could 
make a specialty of work in blacksmithing, agriculture, woodwork, 
mechanical drawing and mathematics, instead of spending his limited 
time working over ancient history, Latin or some other study which is 
of little interest to him and becomes of little value after he has finished 
school ;< not that I am opposed to these studies, but the poor boy who 
has to get out and hustle for his living at a very early age, should 
spend his time in such a way that will be of the greatest benefit to him. 
If he is an industrious lad he will take up such subjects when his time 
will permit. But give the ordinary boy the opportunity of an industrial 
training and we find him more eager to attend school. He becomes 
more and more interested in school work ; and last, but one of our 
strongest arguments, we are able to hold our boys in school longer, thus 
preparing them to enter life with a higher aim and a stronger determina- 
tion to make men of themselves. 

The strengthening of this work in our schools will prove to be one of 
the greatest educational moves ever made in this country and sooner or 
later our schools will be run more on the basis of industrial training. 

A. Garey Lambert, 
Instructor Annapolis High School. 



Agricultural education has been well established in schools of college 
or university grade, but in secondary schools it has not yet been at all 
well defined. There is no reason why from the nature of the study 



72 

that agriculture as a vocation can not be successfully taught in 
secondary schools where there is a demand for it. The elements may 
also be introduced in elementary schools in rural districts. 

Agriculture in colleges is based upon twelve years of preparatory work 
and usually requires four more years to acquire the necessary course. 
This large amount of time devoted to study is more than is possible for 
the great majority of persons. Those who pursue the full agricultural 
course usually expect some position of immediate large financial returns, 
and do not expect to go back to the farm whence they came, because it 
usually does not pay a sufficient return upon the sixteen years of educa- 
tion which they have invested. 

Secondary education in agriculture reduces the period of time for 
study four years. That is, it eliminates the separate high school and 
college courses and condenses them into a single four years devoted 
to the most necessary and the most useful of the studies previously 
spread over eight years, together with a number of cultural and classical 
studies which are of no immediate avail for the vocational student. 

The agricultural high "school should not teach foreign languages, but 
in their place should substitute the usual branches of agricultural 
study for boys; and for girls substitute courses in domestic science 
and those parts of agricultural study, such as botany and horticulture, 
which are of special interest to women. By this means the student of 
the agricultural high school can go forth prepared approximately as 
well from the cultural view-point as the student of the usual kind of 
high school, and at the same time graduate rather efficiently fitted to 
take up country life from its most modern and broadest view-point. As 
a solution of the country problem of "Why boys leave the farm," the 
agricultural high school is the highest development that we have yet 
reached. 

For rural schools the elements of agriculture, together with the 
principles of so-called nature-study, act as an impetus toward interest 
in the farm environment and a better understanding of the world in 
which the children live. For those who can go no higher, as tm an 
agricultural high school, the elements of agriculture* as now taught in 
some rural schools furnish a valuable aid toward vocational preparation 
and a choice of the vocation itself. 

B. H. Crochekon, 
Principal Baltimore County Agricultural High School. 



I received this morning your circular as chairman of the Commission 
on Industrial Education. I know of nothing that interests me more than 
this work. 

In the past eighteen months I have been endeavoring to forward the 
work of moral education by illustrated lessons from actual incidents of 
life. 

I am satisfied you will find that it covers in a very efficient way the 
principles of industrial education. Particularly two lessons, one on 
"National and Personal Thrift," the other on "What I am going to do 
when I am grown-up." There are about two hundred lantern slides 
given with these lessons from photographs taken of incidents from life. 

I remember well when my father, Mr. Charles J.Baker, erected the first 
cooking school, and both he and my mother were keenly interested in 
this work. I can only repeat my invitation, and the reason why I 
would like you to come to this office is, as I have told you, that we have 
a lantern, slides and curtain all here to show you exactly the character 
of our work, and the evidences of approval from the most noted educa- 
tors in the country. And among our Moral Education Board are 150 



73 

of these educators, who voluntarily became members, because they 
believe in the work, and almost every religious denomination, showing 
its freedom from criticism on sectarian or denominational lines. 

B. N. Baker, 
Moral Education Board. 



Let me add to Mr. Baker's letter regarding moral instruction. As 
you know, there are a great many who fear that this new emphasis on 
industrial education will tend to make the boys mere money earners 
and less truly all-around men of character and quality. 

It seems to me that these "Illustrated Lessons in Morals," since they 
have a large scope (as will appear if you can consult with us regarding 
them), might assist considerably to overcome this difficulty. There will 
be, finally, a series of very influential lessons on character and general 
qualities of manhood and womanhood, and if these are used in associa- 
tion with industrial education, they would influence the character of 
the students profoundly. 

Milton Faiechild. 
Special Instructor, Moral Education Board. 



In the common schools, what have been frequently called the three 
essentials, Reading, Writing and Arithmetic, will carry 70 per cent, of all 
through life in the vocations they will pursue. 

Those engaged in the printing business, more than any other, see the 
deficiencies in practical knowledge of those who are educated only in the 
common schools ; and what is most noticeable, is their failure in the 
simpler things of our language and mathematics. Of the later day 
pupils very few, if any, can successfully write an article of any length, 
but that the orthography and grammar has to be corrected in numerous 
cases ; and in conversation, their orthoepy is as varied as the differ- 
ent teachers by whom they nave been instructed are in numbers. 

Again, in the Agricultural class, the difficulty they have in computing 
the simplest sums in arithmetic is something wonderful. Many instances 
of young farmers, not long out of the schools, failing in properly cal- 
culating many simple problems that come up, has been the cause of 
much loss. 

Another thing of which enough is not made is Natural Philosophy or 
Physics. This greatly affects farmers and mechanics, who are fully 
60 per cent, of the male pupils and a large percentage of the female. 
Also, there are parts of Chemistry which largely affect a large portion of 
the same class. 

There are studies of. which too much is made to be of use to the mass 
of students, and should be left for those who intend to go into occupa- 
tions which are affected by them. 

I feel deeply on the subject, having seen so much of the lack of 
essentials that have been acquired by the mass of people. 

Samuel E. Whitman, 
Editor of the Easton Star Democrat, Easton, Maryland. 



After reading the circular you so kindly gave me, it occurred to me 
that a suggestion regarding at least one of the studies that is made 
obligatory on the pupil before he or she may receive a diploma, viz., 
Latin, might be made optional with the pupil, with the sanction of the 
parents, of course. Now, I have had nine children who have, and are 



74 

now, attending the public schools in Annapolis, and not one of them 
cares to or have cared to take the course in Latin, as they have elected to 
follow other vocations that would not necessitate a knowledge of that 
particular branch of study. I only voice the sentiment of many parents 
in humble life who would rather have their children learn something 
that would profit them more hereafter in the little while they are 
attending school, than to be . apparently wasting their time on a dead 
language. As to other studies, manual training especially, I heartily 
commend. Manual training appeals to all. To those who have mechani- 
cal ideas, it opens up the way to satisfy their longings to make some- 
thing that will be creditable. To those who have not the genius of a 
mechanic, it teaches them that they must have genius to be a mechanic ; 
and therefore, they must seek other fields to obtain a livelihood. 

In conclusion I will say that I believe the Annapolis High School is 
second to none in this State or any other State, as far as the teachers 
and manner of teaching are concerned, for they are painstaking, kind 
and conscientious to their pupils, maintaining that "camaraderie" that 
ensures their confidence. 

John E. McCusker, 
Annapolis, Maryland. 



I have read with interest the foregoing paper and will be pleased to 
read your report when you have made it. 

I well know your qualifications to deal with the subject committed to 
your commission. Years ago, when, as an experiment, the School Board, 
of which I was a member, started the manual training school on Court- 
land street, Baltimore, we put you in charge as an expert teacher and 
you made it a success at once, and I feel confident that your practical 
knowledge and experience, as well as your observation of the views of 
many educators, enable you to make to the State very timely and valua- 
ble suggestions on the matter of practical industrial education. As a 
general proposition I would say that industrial education should be 
always available and commensurate with public demands,; mechanical 
skill should be available in our home city equivalent to that now often 
sought out of our own State. 

James W. Denny, 
Ex-School Commissioner and Congressman. 



I think the greatest need toward aiding practical education is to 
secure capable, well equipped teachers. Appropriations for equipment 
and additions of new subjects and different text-books have not reached 
the problem in our country- These are invaluable if the teacher is 
inexperienced in their use or unacquainted with the subjects to be pre- 
sented. If the teacher is capable and therefore interested, in a particu- 
lar line of work, he or she can secure the equipment. The community 
will always co-operate in securing additional teaching facilities, and to 
the extent that the community's services are required, to that extent will 
it be benefited. This has been proved in our country. At present the 
tendency is toward "too much appropriation and too little application." 

Let us direct our efforts toward securing teachers trained in the 
subjects the boys and gins need. Let us do this by establishing State 
schools in which these things are taught. Let us put a premium on 
teachers trained in these schools. Let us require all graduates of 
these schools to teach a minimum number of years in the State. The 
present ruling concerning scholarship students at our State endowed 
institutions is a farce. 

Oscar M. Fogle, 
Principal Brunswick Schools, Frederick county, Maryland. 






75 

After successfully introducing manual training in the Easton High 
School, and drawing, which is the most important adjunct to the 
industrial arts, in all of the schools of Talbot county, I made appeals to 
every legislature until a State appropriation was secured for every 
county introducing industrial education into its schools, both white and 
colored. 

Suppose the problem was presented to us to devise a system of public 
schools for a new community, only a moiety of whose population were 
non-producers, and of whose children not five per cent, would ever go 
beyond the public school ; would we not find a way to make the training 
of the ninety-five per cent, more practical than it is now? We would, of 
course, decide upon a course of study which, left off at any point, would 
yet have an immediate practical value, as helping to the self -maintenance 
of every individual. In our country comfort and culture must inevitably 
go together. 

Every child's education is deficient who has not learned to work in 
some useful form of industry. 

Are we not daily reminded of the w T ords of Froude, "The ten command- 
ments and a handicraft, make a good and wholesome equipment to 
commence life with?" Though I should not stop with Froude with the 



See pages 94-117 for Mr. Denny's reference. 

schools. Industrial supremacy is the prize of industrial education. 
The State should lay the foundations of this supremacy broad and 
deep; and it should be laid in the primary schools; should be carried 
forward by a well-devised system of secondary technical schools, and 
be completed in a university where prominence is given to different 
branches of learning, according to the directness and value of these as 
applied to the occupations and pursuits of our people. There is not an 
argument for the industrial education of boys which does not apply 
with equal force to the education of their sisters. Whatever else is 
omitted from woman's training, just ideas of the dignity of labor, and a 
practical acquaintance with some of its many branches, should be 
gained. She should be taught to recognize the necessity of it for the 
moral development of man, that labor is his mission, his destiny, his 
consummation ; that the right to labor corresponds with the right to live. 
Viewed from a moral stand-point it is an obligation; from a social one 
it is a necessity — in both these aspects she should be taught to look 
upon herself as an equal partner. 

My experience teaches me that some of our most capable manual 
training instructors are women. But I had to go to the West for the 
one employed in our Easton High School. 

Our State Normal schools should be so organized as to supply us 
with teachers of every kind. 

Alexander Chaplain, Ped. D., 
Supervisor of Manual Training, Talbot county. 



No more important matter than that intrusted to your commission is 
at present demanding the attention of our lawmakers and educational 
authorities. I have for years editorially advocated the reforms within 
the scope of your activities. 

At present suitable and efficient teachers can only be obtained from 
the technical schools or factories, including the agricultural colleges. 
It would be asking too much to expect the Normal school graduates to 
master the arts and crafts in addition to the already large list of 




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Manual Training, Frederick County 



75 

After successfully introducing manual training in the Easton High 
School, and drawing, which is the most important adjunct to the 
industrial arts, in all of the schools of Talbot county, I made appeals to 
every legislature until a State appropriation was secured for every 
county introducing industrial education into its schools, both white and 
colored. 

Suppose the problem was presented to us to devise a system of public 
schools for a new community, only a moiety of whose population were 
non-producers, and of whose children not five per cent, would ever go 
beyond the public school ; would we not find a way to make the training 
of the ninety-five per cent, more practical than it is now? We would, of 
course, decide upon a course of study which, left off at any point, would 
yet have an immediate practical value, as helping to the self -maintenance 
of every individual. In our country comfort and culture must inevitably 
go together. 

Every child's education is deficient who has not learned to work in 
some useful form of industry. 

Are we not daily reminded of the words of Froude, "The ten command- 
ments and a handicraft, make a good and wholesome equipment to 
commence life with?" Though I should not stop with Froude with the 
ten commandments, or anywhere short of the intellectual training now 
given in our public schools, I feel with great concern the lack of the 
foundation of which he speaks. Because of this fatal defect, our penal 
and charitable institutions cost more than our schools. 

Whatever you would put into a nation's life must be put into the 
schools. Industrial supremacy is the prize of industrial education. 
The State should lay the foundations of this supremacy broad and 
deep; and it should be laid in the primary schools; should be carried 
forward by a well-devised system of secondary technical schools, and 
be completed in a university where prominence is given to different 
branches of learning, according to the directness and value of these as 
applied to the occupations and pursuits of our people. There is not an 
argument for the industrial education of boys which does not apply 
with equal force to the education of their sisters. Whatever else is 
omitted from woman's training, just ideas of the dignity of labor, and a 
practical acquaintance with some of its many branches, should be 
gained. She should be taught to recognize the necessity of it for the 
moral development of man, that labor is his mission, his destiny, his 
consummation ; that the right to labor corresponds with the right to live. 
Viewed from a moral stand-point it is an obligation; from a social one 
it is a necessity — in both these aspects she should be taught to look 
upon herself as an equal partner. 

My experience teaches me that some of our most capable manual 
training instructors are women. But I had to go to the West for the 
one employed in our Easton High School. 

Our State Normal schools should be so organized as to supply us 
with teachers of every kind. 

Alexander Chaplain, Ped. D., 
Supervisor of Manual Training, Taloot county. 



No more important matter than that intrusted to your commission is 
at present demanding the attention of our lawmakers and educational 
authorities. I have for years editorially advocated the reforms within 
the scope of your activities. 

At present suitable and efficient teachers can only be obtained from 
the technical schools or factories, including the agricultural colleges. 
It would be asking too much to expect the Normal school graduates to 
master the arts and crafts in addition to the already large list of 



76 

subjects upon which they are required to be posted. Not being entirely 
familiar with the present curriculum of the Normal school, I am unable 
to say what changes, if any, are needed. In a general way, the tendency 
should be to prune out the immaterial to make room for the practical, 
yet we must not, in our enthusiasm for the practical, lose sight of the 
immense value of a general education. The latter must always be 
fundamental and the industrial training supplementary. 

The craftsman will find his skill but litle use to him unless he can 
estimate correctly, write concisely and grammatically and express him- 
self intelligently. The care and development of his .own body and the 
preservation of his health are most important adjuncts to his success 
in his trade, his happiness in life and the well-being of his posterity; 
therefore, hygienic instruction and proper athletic training should always 
form part of any well-digested plan of education. 

Speaking with reference to the needs of rural sections, I do not 
think it will be practicable to establish anything worthy the name of 
technical training in the common schools. Each county should maintain 
agricultural schools, like the one recently established at Sparks Station, 
this county (Baltimore), and where local conditions favor it, elementary 
technical schools should also be established. Important changes toward 
more practical education have recently been made in our common 
schools, and these should be developed and encouraged, rather than to 
attempt to immediately revolutionize our system. Our text-books 
show an inclination to conform with the growing demand for a more 
practical education, and the continuation of this demand will doubtless 
be more and more reflected in the future offerings of books. I would 
suggest that our common schools now devote much time to a purposeless 
study of such literati as Emerson, Longfellow and Hawthorne, that 
might be devoted to a better understanding of industrial processes, 
leaving advanced literature for those only who can ever make a success 
of it or enjoy it — those gifted with a natural taste for it and who will 
find their way to it as unerringly as the brook to the sea. 

Harold Scarboro, 
Editor Baltimore County Union News. 



We consider this move on the part of the State to establish a system 
of "Industrial Education" in our public schools one of the most im- 
portant steps that has ever been taken for the benefit of the public in 
general and the individual in particular. There is no education more 
important to the boy or girl than the practical, every-day training in 
the industries of life. We could not express our views and approval more 
emphatically than to quote from your circular the following paragraph : 

"The wide-spread introduction of scientific knowledge and scientific 
methods in all the industrial processes of the day makes it desirable 
(and I might say, necessary) that the great mass of children who leave 
school at the age of 14 to 16 and under, if they are not to be launched 
unprepared into an unknown world, must acquire such training in the 
public schools as will give them at least some elementary knowledge of 
the facts and forces which they will face as soon as the doors of the 
school-house close behind them." 

As to the extent this system of "Industrial Education" should be 
incorporated in our own system of schools practical experience will tell. 
I am in full sympathy with the movement. 

W. M. Abbott, 
Editor Evening Capital, Annapolis. 



77 

I think that by putting manual training in rural schools will give the 
pupil a fair chance to prepare him for a better citizen. He will gain a 
fair knowledge of the requirements of life. 

A child will learn to use a tool the same as his knife and fork, which 
are placed in its hands as soon as he can hold them. Then he is taught 
how to use them. 

I have had experience with about ten pupils from rural districts and 
I find those boys are greatly in need of manual training. They are 
mere diamonds in the rough. All that is required is the polish. 

I believe that manual training can be taught in all grades from 
second up, and all the change of law required is one that will cause 
all children to attend school of school age, with no exceptions as to 
employment. 

I find here in Frederick many boys who will not start to school until 
the severe weather starts them, and when they see what manual training 
is making out of others, stay while others go to various employments. 

W. O. Wilson, 
Frederick, Maryland. 



I am in agreement with you for the best interest of our State. 

D. W. MULLAN, 

Commander United States Navy, Annapolis, Maryland. 



I am very much in favor of same. 

W. Thompson, 
President J. 0. Grafflin Company, Baltimore. 



The purpose of the Commission on Industrial Education is a step in 
the right direction. It needs no great amount of observation to perceive 
that the educational system as at present organized is not so constituted 
as to do the greatest good to the greatest numbers. Unless the student 
specializes and spends a number of years in various institutions of 
advanced learning, the moiety gained in the public and private schools 
is of no great amount of practical value. We are in accord with your 
views and are of the firm conviction that much good will accrue from 
your recommendations and investigations. 

Nathan Winslow, M. D., 
Editor Maryland Medical Journal. 



It is impossible to give answers to your questions without some 
opportunity for consideration. We know, however, that something 
should be done to cut down useless studies in our public schools, and 
devote more time to those that will be helpful. In this line a depart- 
ment of road engineering in the agricultural college would be in the right 
line. 

The Democratic Advocate, Westminster, Maryland. 



Although I have no direct connection with any educational institution, 
and therefore can not answer the numbered questions above set out, I 
am in full sympathy and accord with the efforts of your committee and 
appreciate the opportunity to express my views. 

The obstacles with which the movement for industrial education has to 
contend are principally two : 



78 

1. Opposition springing from the unthinking conservatism of many 
men who object to any change just on general principles. 

2. The failure of observers to take advantage of historical perspective. 
Regarding the first obstacle, the kind of opposition to which I refer 

may be summed up in the statement: "The way I was educated was 
good enough; your progressive methods are just fads and fancies. Let 
us have the three R's, a dash of corporal punishment and less foolish 
notions about child psychology, and the next generation will be as 
sturdy as I am." This attitude of mind is really nothing but false 
pride and narrow conceit. It involves a refusal to recognize pedagogy 
as a science. It would be just as reasonable to say that the methods of 
hygiene which made smallpox a scourge and yellow fever an ever 
present menace were good enough methods, and to refuse to allow man- 
kind to take advantage of the progress in medical and sanitary science. 
What I mean by the failure of observers to take advantage of histori- 
cal perspective is this : even a cursory glance at the history of education 
is enough to prove that the whole present educational system of America 
was devised on the basis of a hierarchy, beginning with the primary 
school and culminating with the college. The whole plan of the curricu- 
lum, with its laborious study of the classics and its attention to abstract 
mathematics, proves that it is a series of stepping stones leading to the 
college and university as a final goal. Of course, we wish that everybody 
could go to college. But we know that they can not. Therefore, I say, 
let us face the facts as they are. Wake up to the realization that our 
present system is just an historical survival, archaic, cumbersome and 
mostly useless. As soon as we realize these facts, then we can all set 
to work with a will to devise a system which will educate boys and 
girls for their actual work and life in a real world. 

Joseph N. Ulman, 
Attorney at Law, Baltimore. 



The writer is heartily in sympathy with the movement for "education 
with reference to practical life," and sincerely hopes that the commission 
may have the earnest and ready co-operation of every individual and 
organization in the State, and that the near future may see completed 
the great work, for the accomplishment of which the commission was 
appointed. 

It is indeed to be deplored that our system of education fails on the 
whole to give the young men of our country "definite instruction in the 
sciences and arts which bear directly on their occupations." Under the 
circumstances, is it a wonder then that so many of our young men, after 
receiving what their school styled a "broad and liberal education," 
actually fail to come up to the standard expected of them? They fail 
often, and bright boys, too, neither because of an inherent mental or 
physical weakness, nor because of a neglect of their books when at 
school, but simply because either the opportunities were not afforded 
them to take, or the curriculum or custom of the institution prevented 
them from taking courses bearing directly on domestic economy, agricul- 
ture or kindred subjects. 

Many a boy has seemingly inherited a dislike for a certain study at 
school, and it matters not how closely he applies himself to the subject, 
he seems never nearer a grasp of its principles, though compelled by the 
school to continue a subject utterly repugnant to him; and too fre- 
quently a boy is unfortunately so situated that he can not attend school 
save for a few months each year, even being obliged to discontinue it 
altogether early in the teens. Yet unheard is his plea, that he be 
allowed to drop a subject, the occasion for the use of which will probably 
never arrive, and take up something that bears directly upon what he 



79 

intends making his vocation — upon something practical. Now it is not 
to be understood that these instances cited, are to be made the basis of 
a re-adjustment of conditions, or that they call attention to all the evils 
meriting correction in our present educational system. 

But I do maintain that our courses of instruction are actually unsuited 
to the needs of every boy. They may prepare a number of boys for 
what is later to be their life work, but what about the large proportion 
of young men who support themselves and those dependent upon them 
"with such skill of the hands as they have been able to acquire"? Of 
course no one would suggest a pure elective system for boys, but it is 
certainly obvious that a speedy change in our educational methods is 
imperative. 

It indeed seems plausible that the best means and methods of estab- 
lishing and maintaining industrial education in the several grades is by 
State action supplemented by local action. A prime requisite is that 
the daily press conduct a relentless campaign in behalf of a movement 
for the remedy of the existing evil. The press, interested as it always 
is in everything that concerns the public weal, will be a powerful factor 
in moulding public opinion on this subject. Thus public opinion being 
thoroughly aroused must finally find expression for itself in action. 

When the attitude of the public mind on industrial education is ascer- 
tained by means of the replies on these folders of the Commission on 
Industrial Education, it might then be well to leave it to the commission 
to recommend, if they should see fit, any changes of law necessary or 
desirable for the incorporation into the present school system of Maryland 
certain adequate and suitable courses of "education with reference to 
practical life." 

It would certainly not be wise, in the incorporation of such above- 
mentioned courses, to attempt to lessen the importance or to narrow 
the scope of the present purely educational element in the system of 
instruction in the large majority of our schools in this State. 

L. K. Koontz, 
President Frederick College, Frederick, Maryland. 



I am heartily in sympathy wth any rational scheme for the advance- 
ment rtnd extension of industrial training. It is an essential need of our 
contemporary life. Our schools fail utterly to prepare their pupils for 
the grapple with the world and the earning of their daily bread. Notably 
does this criticism apply to the instruction in their mother tongue. At 
least one-half of the children in our city schools are unable to spell the 
ordinary and current words of our vocabulary with accuracy; to con- 
struct idiomatic sentences or to prepare a business letter clear and 
direct in meaning, relating to the simple transaction or routine of our 
prosaic world. I may add in closing that I regard Dr. Richard Grady 
as admirably qualified to give advice and practical suggestions in 
reference to this vital feature of our educational development. 

Henry E. Shepherd, 
Formerly Superintendent of Schools, Baltimore. 



I underscore and add to several significant and absolutely true state- 
ments made on the first page of this circular. 

"It is not the purpose of the Commission to appear as a critic, much 
less as an opponent of the public school system as is now exists. But 
some modification in its methods, though not in its essential sj^rit, is 
absolutely necessary. The wide-spread introduction of scientific knowl- 
edge and scientific methods into all the industrial processes of the day, 



80 

makes it desirable that the great mass of children who leave school at 
the ages of 14 to 16 and under, if they are not to be launched unprepared 
into an unknown world, must acquire such training in the public schools 
as will give them at least some elementary knowledge of the facts and 
forces which they will face as soon as the doors of the school-house 
close behind them. 

"How is this to be done? Contemplate a child coming out of school to 
make a living. If his education is to stop at any single point, he 
should have been taught something to help him in the struggle of life. 
No system of education is logical which undertakes to carry a youth as 
far as he has to go through school, and drops Mm without having done 
anything to teach him hoiv to do that which will most probably aid him 
to make his daily livelihood, After years spent in school, boys and 
girls — yes, graduates of high schools and colleges — find that they have 
not been trained to do any one thing well. Too frequently they can not 
even read expressively, write plainly, use intelligible English, or add, 
subtract, multiply and divide with accuracy and reasonable speed, 
spell correctly or know anything of local history or local environment" 

Just what is being done in detail for industrial education in other 
States is too large a matter to cover in a brief reply of this kind, but all 
the Northern, most of the Western and a few of the Southern States 
are moving rapidly in this direction, and all are far ahead of Maryland. 

My first suggestion would be to extend State aid to the Baltimore 
Polytechnic School and make it the Maryland School of Technology and 
raise it in rank to compare with Boston, Troy and Stephens, whose 
graduates have good life jobs offered them from the day of their gradua- 
tion. In return for this State aid the school to give free tuition to one 
boy from each election district outside of Baltimore — on scholarships 
to be awarded by the State Board of Education to boys recommended 
by the county school boards. 

Industrial education is hampered in this State for the want of proper 
laboratories and work shops at the schools. Of course these can not be 
general, but could be attached to consolidated schools to be formed of 
the children from the sixth grade up. Attendance at these consolidated 
schools to be compulsory for the sixth grade and over scholars, because 
the average parent desires his or her child to go to the nearest school, 
irrespective of its conditions or equipment. The consolidated schools to be 
formed and located by the State Board of Education. The county school 
boards to have entire charge of these schools after the formative period. 
The reason for making this provision is that the State Board is away 
from local influence and only looks at education as a means for the 
betterment of the citizens of the State, present and future. It is absolutely 
necessary to separate children from the first to the fifth grades, inclusive, 
from those of the sixth grade up, because in the same schools with one 
or two teachers the number of the small children so much overtops the 
number of the larger ones, that it is not possible for the latter to get 
the attention or supervision necessary for them to have. 

Manual training to be of real value must have the proper equipment. 
What is needed for the boys in this branch must apply to the girls 
through domestic science. In our Normal schools the preponderance of 
girls over boys in attendance is so great that manual training, except in 
its elementary stages, is a dead letter, but the teaching of domestic 
science to girls should be compulsory in every Normal school. 

Colored children. — The present general system of academic education 
for colored children is a farce. It really does them, after the fourth 
grade, more harm than good. All their education above that grade 
paid for by the State should be industrial. Manual training for the 
boys and domestic science for the girls. There are two or three negro 
industrial schools in this State doing good work. The State, through 
the State Board of Education, is now arranging to locate in the country 



81 

a colored Normal school for educating negro teachers where the curricu- 
lum will be manual training, agriculture and domestic science, after 
the student passes the eighth grade of the public school requirements. 
Such a school is an absolute necessity, as we have very few trained 
negro teachers. 

W. S. Powell, 
Editor and member of the State Board of Education, Ellicott City. 

Note. — "What he says in no way represents the views of that Board, 
but is his individual expression after 25 years' interest in public edu- 
cation." 



My views on the question of industrial education differ so widely 
from those usually advocated, that it would be heresy to express them. 
It would be better, therefore, for me to remain silent. 

Samuel Gabner, 
County Superintendent of Schools, Anne Arundel county. 



I am in hearty sympathy with the aim and purpose of your commission, 
for I realize that one of the great weaknesses of our public school 
system is that it educates toward leisure and the professions, and takes 
little account of the boy who is later to take his place as a skilled or 
unskilled manual laborer. 

A;.v feasible proposition put forth by you will, I feel certain, have the 
cordial support of this Board. 

The recommendation of the Maryland Educational Commission that 
every high school be required to furnish a course in manual training 
and domestic science is, it seems to me, a step in the right direction. 

The plan of the State Superintendent of Virginia to introduce practical 
agriculture in the rural schools of that State is a most excellent one. 

Nicholas Oeem, 
Superintendent of Schools, Taloot county. 



Harford county has at present two manual training schools, one in 
connection with its high school at Havre de Grace, and one in its high 
school at Aberdeen. These departments provide instruction for all 
grades above third in manual work, under a competent director, who 
supervises both. Under the Legislative provision of 1908, two commer- 
cial departments have been established, one at Havre de Grace and one 
at Bel Air, each under instruction of a special teacher in bookkeeping, 
typewriting and stenography, and each equipped with typewriters of 
different makes, to fit students to use all standard machines after 
graduation. 

Harford county has six schools doing high school work as outlined by 
the State Board of Education, and I think it would be wise to provide 
commercial and manual training in each of these school as centers of 
dissemination, but the matter of funds presents the great difficulty. 
Another plan which might be feasible is to employ a supervisor of 
industrial education to give instruction in these branches in the large 
schools, assign work and visit from time to time to see it properly done. 

I incline to the belief that instruction in the principles of agriculture 
would result in more real benefit in rural sections than the expenditure 
of large sums on manual training, so-called. Too many young men 
from the country are crowding into the cities, and too many of those 
who remain on the farm are farming ignorantly and unscientifically. 



82 

I believe that all pupils taking industrial courses of any kind should 
take them in connection with a liberal scholastic or literary course. 
The two have erroneously been heretofore regarded as distinct. This 
idea should be abandoned, and the two kept in close relation, both in 
and out of school. I do not think the State should aim to give pupils 
a strictly trade apprentice education. The foundation may be pretty 
liberally laid, but the rest should be worked out by the individual to 
his liking. 

I do not think our present Normal schools give adequate training to 
those intending to teach industrial schools. If this is to be done our 
Normals should be equipped with special departments for that purpose. 
They are now trying to give a little of too many things and not enough of 
anything. Our Normal schools should admit under their present system 
only those fully competent to take up at once the professional course. 
With all the money the State is now spending in her high schools, their 
graduates or others equally equipped educationally should be the only 
ones admitted to Normal training. The preparatory department outside 
of model schools is a waste and a farce. 

Charles T. Weight, 
Superintendent of Schools, Harford county. 



I fully appreciate your kind recognition of me in your very worthy 
work and wish you abundant success in a much needed investigation; 
but I feel that I had better leave the matter in your hands, that it may 
be well done. 

E. A. Browning, 
Superintendent of Schools of Garrett county. 



I merely want to say that we in Queen Anne's feel very strongly the 
need of instruction in elementary agriculture in our country schools. 
For this to be effectively done, the teachers must have some training or 
instruction in the subject. This means that our Normal schools must 
enlarge their scope. 

B. J. Grimes, 
Superintendent of Schools, Queen Anne's county. 



I do not undervalue the opinions of those who hold that during 
childhood children should be given at least a glimpse of the various 
subjects that may engage their attention in later years, that they may 
know of the existence of these subjects and know where to find informa- 
tion concerning them ; but I think there is a stronger reason for a course 
of instruction that will give every child the use of his hands and eyes. 
Moreover, something should be done to impress the ambitious child with 
the fact that it is quite as honorable, quite as praiseworthy, quite as 
respectable, to be able to do some useful thing well, as it is to know the 
many things that make for culture, but do not have a direct bearing upon 
what he must do when he begins to make his own living. If he can be 
impressed with this fact, the opportunities for hand training and eye 
training that home life presents will not be neglected. 

As a means to this end I would suggest that each county employ a 
teacher of sewing to visit the rural schools, and that upon the day of 
her visit, one-half day be given to instruction in this branch, and that a 
knowledge of sewing be made a part of the subjects required for 
teachers. 




Manual Training, Laurel High School. 










Manual Training, Wicomico County. 



83 

I would also suggest the employment of a teacher of manual training 
to visit the rural schools, and that upon the occasion of his visit, a 
half-day be given to such instruction as will give skill in the use of 
tools. In this particular the village schools can be cared for easily. 
The same advantages can in part be given to the rural schools. I have 
known a rural school whose teacher, though without special skill in the 
branches named above, so impressed her pupils with the importance and 
respectability of skill in hand work, that they gladly utilized instruc- 
tion that could be gotten at home and from friends, and were proud to 
put upon exnibition at school evidences of their own skill in handwork. 
Their progress was suprising. 

In rural schools nature study should be of such a character as is 
demonstrated by the daily life around them. I believe that public 
opinion is ready for a move in this line. 

Milton Melvin, 
County Superintendent, Kent county, Maryland. 



Industrial inefficiency is at the bottom of such a startling proportion of 
the dependency as distinguished from the defectiveness and delinquency 
with which we are dealing in charity work that we regard industrial 
training as an imperative need in our educational system. 

This industrial education has been so long in vogue in schools and 
reformatories for special classes, like defectives and delinquents, that I 
am sure you will find invaluable help from these various institutions in 
working out a system for normal children. 

In dealing with the problem of the colored children, you will, of 
course, profit by the experiences of such institutions as the Hampton 
Institute. 

I suppose you know that Cincinnati has developed a cooperative 
scheme of industrial education between its technical school and certain 
large manufacturing plants. 

I sincerely hope that domestic education will receive due proportion of 
attention in your general scheme. Social workers find that ignorance of 
the most elementary features of domestic life, especially the buying, 
preparation and serving of food, is the cause of a large amount of the 
under-nourishment of children, as well as grown people, who were sup- 
posed to be the victims only of economic causes. I do not mean to say 
that economic causes are not at the root of much of these troubles, but 
merely that they are not responsible for all the evils. Education is 
needed for domestic science as well as any industrial and agricultural 
arts. 

I should say that these new features in our curriculum should begin 
far enough down in the course to enlist the interest of those pupils who 
would otherwise be drifting away from school as they approach the 
eighth grade. 

You will probably realize that valuable suggestions may be obtained 
from social workers, and especially those investigators who are engaged 
in enterprises like the Pittsburg Survey. 

Please consider me at your service for any help I can render. 

J. W. Magruder, 
General Secretary, Federated Charities, Baltimore. 



Replying to your circular letter of recent date, would say that we 
employ nearly one thousand people in our business and we find it 
utterly impossible to obtain competent, experienced help at certain 
seasons of the year; in fact, we might say just at the time when we 



84 

need them most. The question of industrial education in conjunction 
with a rudimentary education has given us for many years much con- 
cern. We feel the need of this most important course of instruction in 
every branch of our large department store. 

We do not hesitate to say that a thorough course of this training 
would raise the efficiency of the employee and would unquestionably 
add to his or her earning power, and at the same time enable us to 
serve the public to a much better advantage. Industrial education in 
our estimation creates, strengthens and develops genius, which is, we 
believe, the most solid foundation to a successful business career. 
Our sales people, bundle wrappers, cash girls, bundle boys and drivers, 
if properly schooled in their several lines, would be able to give better 
service, and from the fact of knowing how to do their work, could 
accomplish more with less labor to themselves. 

While we have confined our opinion to our line of business alone, we 
do not lose sight of the fact that every other industry would be benefited 
to an equal degree. Let us try industrial education. Let the public 
schools devote, say, one hour a day to this line of education, and the 
benefit derived will permeate every branch of industry. 

Beenheimer Bros., 
Dry Goods, Baltimore, Md. 



Industrial Education should go hand in hand with our general 
public educational scheme. In our public day schools, both for boys and 
girls, as much as possible this scheme should be embodied therein. 
For both boys and girls who are unable to attend our public schools, an 
opportunity should be given them at night ; our public school buildings 
should be used for that purpose and facilities therefor provided. This 
particularly for boys, so that each boy who is unable to attend school 
daily should be given an opportunity at night to be instructed in the 
work, particularly mechanical, in which he is engaged during his work- 
ing hours, or instructed in such work as he would prefer to take up for 
his life work; or, in other words, Mr. Chairman, I want to convey to 
the commission the thought that you so ably elaborated in your work 
years ago at the H. H. H. H. Club,* in the Sunday-school room of the 
First Presbyterian Church, and which is now being so ably continued by 
Major J. G. Pangborn. 

Geo. K. McGaw, 
Merchant and Trustee Johns Hopkins Hospital, 

*Historical sketch at end of this report. 



I can only say that I am in favor of industrial education and this by 
State action, provided, of course, that the advantages are limited to the 
children of citizens of the State of Maryland. I am not sufficiently 
informed to suggest any technical opinions, but my attitude is distinctly 
in favor of the scheme. 

H. Crawford Black, 
Capitalist, Baltimore. 



I would like to say a few words in reference to needed legislation for 
extension and welfare of manual training. I notice in the daily papers 
some talk of the State doing away with the direct appropriation for 
manual training, etc., and instead pay half the salaries of the high 



85 

school teachers, including the manual training, commercial and domestic 
science teachers. This in my opinion would work a hardship in our 
high schools in that they are now receiving a great deal more money 
than they would by the new process or method. The present amount 
received by the Havre de Grace High School from the State is as 
follows : Manual Training, $1,500 ; Commercial, $1,000 ; Academic, $300 ; 
making a total of $2,800. The direct cost of our high school to the 
county at present is as follows : principal's salary, $1,200, vice-principal's 
salary, $900, making a total of $2,100, less $300 academic fund, making a 
net cost of $1,800. Now by the proposed new method the cost of mainte- 
nance of the Havre de Grace High School to the county would be only 
one-half of the following: principal's salary, $1,200, vice-principal's 
salary, $900, manual training, $1,000, commercial, $800, which would 
amount to $1,950, not making any allowance for running expenses of the 
manual training department or commercial department and absolutely 
no provision for a domestic science department. Besides, the new method 
provides for the division of all accredited high schools into two classes, 
known as first and second class. The maximum amount for first class 
school (received from State) is $2,500, and second class school, $1,850. 
It is possible that our school would come under the second class, receiv- 
ing the maximum amount of $1,850. 

Now, the question is, would the counties stand this extra expense? 
A great many counties in this State are pinched for sufficient funds to 
pay the grade teachers' salaries and other absolutely necessary expenses, 
and I feel certain that a great many counties would not stand the extra 
expense for manual training. If they did continue it they would reduce 
the salary of the teacher and running expense to such an extent to 
greatly impair the efficiency of the manual training work. A poor 
teacher and lack of material would soon put the department in a bad 
light before the public and in time would be abolished altogether. 
You know manual training has not reached the stage where it is con- 
sidered a necessary branch of education, and some of our educators, 
especially those of the old school, would avail themselves of this 
opportunity of crippling the work. I dont think manual training has 
reached the stage where it will be ardently supported by the counties 
generally, either in full or in part, and would advise that the State 
continue its support, at least until it is so deeply rooted that it will be 
considered a necessary part of education. 

Now the legislation, I would suggest, is as follows: Let the State 
continue the $1,500 appropriation as in the past and such additional 
sum up to a certain amount as the counties will meet dollar for dollar. 
I believe this scheme was discussed at Mountain Lake Park this summer 
and I considered it excellent. It will give those counties who desire an 
opportunity to advance manual training interest and other counties, I 
believe, would finally fall in line. 

TRAINING OF TEACHERS. 

For some time past the county school boards have been baffled by the 
question as to how manual training should best be spread out over the 
entire county, and not confined to one or two central high schools. 
Now, the best way to overcome this difficulty, in my opinion, is to train 
the ordinary grade teacher so that she will be able to teach primary 
and elementary manual training, and the proper place for this to be done 
is in our Normal schools under the direction of a well-qualified super- 
visor. I have been informed that manual training in one of our Normal 
schools at present is being taught by a person who has never taken a 
course in this branch. How can we expect such a teacher to give the 
proper inspiration and force to the subject that it merits? As a matter 



86 

of fact, such teaching does more harm than good. It blackens it in the 
estimation of the young ladies being educated as teachers, and they 
influence the children, and the children the parents. I do not mean to 
say that our Normal schools should turn out teachers qualified to 
teach this subject in our public high schools, but they should at least 
have an elementary knowledge of it, so as to be able to teach it to all 
pupils up to the high school grades. Now, the objection might be 
raised, how about those teachers who have never been in our Normal 
schools? I would suggest that the counties require said teachers to meet 
by districts certain Saturdays in the year for the purpose of receiving 
instruction in this work, under the direction of the central manual 
training teacher or some other well qualified person. I understand such 
a plan is being used in Wicomico county with great success. While 
teaching at Ellicott City, the teachers were sent to me a day or two each 
for instruction in this work, and at the same time I had material there 
to supply them, and we found the plan worked well while I was there. 

Ralph W. Strawbridge, 
Teacher Manual Training, Havre de Grace and Aberdeen High Schools. 



I do not see at present how it could be introduced in the rural 
schools, on account of inability of teachers and lack of funds. The 
work of the colored schools should be under the supervision of the 
instructor of the white manual training schools. 

The best methods of carrying on the work is by State action, as it 
seems that not all of our boards are in sympathy with Manual training. 
It seems as though some of them tolerate the work rather than encour- 
age it. 

I think the present law is very good ; possibly we ought to have more 
money. Your method as proposed would put more money in the hands 
of the commissioners, but I fear they would not use it for industrial 
work if not compelled. I am in favor of the law that would compel 
them to meet a certain amount from the State for each accredited high 
school or number of pupils. 

,1 believe the technical element should predominate, because, if prop- 
erly handled, it will be both educative and industrial. 

I have about four hundred pupils in the two schools, and the fund of 
$1,500 from the State is insufficient to run these schools properly. I 
think it would be a mistake to repeal the present appropriation law for 
manual training. Better leave that law stand and add that the State 
meet the commissioners in any like amount over the present amount of 
$1,500. Of course, your committee has investigated and know more 
about State conditions than I, but I believe a repeal of the law we have 
would be a loss to us. 

Spencer C. Stull, 
Director Manual Training, Frederick and Brunsivick. 



1. Educational only at present, preparatory to higher technical work, 
but of such a nature as to be of practical value if the child leaves 
school at any time before graduation. Manual training is not obligatory 
only as part of the school curriculum. 

2. Our manual training department is connected with the public and 
high schools and gets its support wholly from the State. There is no 
tuition charged. 



87 

3. First, second, third, fourth and fifth grades paper and textiles, 
some elementary woodwork in the latter part of the fifth grade. The 
woodwork is carried through the remaining grades and through the 
high school. Models are made to demonstrate principles in academic 
work. The work is correlated with the academic work. Instruction is 
given first to the class as a whole, then to individuals. Drawings of 
models are made before construction is begun. 

4. Room in eight room two story brick building known as the "Oakland 
Public School Building." Size of room 24 x 36 feet; contains 23 Sloyd 
benches; 1 foot power lathe and 1 foot power scroll saw. Each bench 
is equipped with 2 planes, 2 saws, hammer, trisquare and gauge ; besides 
chisels and other cutting tools, to which the pupils have access, are in 
the room. 

5. Equipment in Oakland schools worth about $500 ; in other schools of 
the country about $200. Cost of school during year 1908-9, $1,350. 

6. It strengthens and aids in other studies. Several are teaching, 
some are attending college ; one civil engineer, one mining engineer and 
one practicing dentist. 

Oakland high school work done in all grades, first to eleventh, inclusive. 
First, second and third grade models are made of light and heavy 
paper. Models are made that are pleasing to the child; also models in 
connection with language, history and number work. Form study and 
measurements with ruler begun in second grade and continued through 
third grade. Crayon illustrations of reading lessons in first and second 
grades continued with water colors through third, fourth and fifth 
grades. In fourth and fifth grades geometrical forms are made of 
heavy paper as well as models for home use. Textile work is done in 
these grades as well as in the upper grades ; this kind of work in the 
higher grades being done by girls. Woodwork is begun in the latter 
part of the fifth grade and carried through the remaining grades. 
Models are made for home use as well as articles to suit the taste of 
the pupil, such as sleds and wagons. Working drawings are made of 
models before construction is begun. Geometrical drawings are made 
during the eighth year. The above work is done to some extent in 
some of the other schools of the county, notably in Grantsville and 
Friendsville. Work has also been done in some of the primary schools 
of the county to a limited extent. The work should be extended through- 
out the county, especially along agricultural lines in the rural schools. 
There are no colored schools in the county. 

4a. By State action to a certain extent, then by State and local action 
combined. As an example I should suggest that the present appropria- 
tion of $1,500 per year be continued and for each $500 thereafter that 
the county shall set apart for industrial purposes the State shall dupli- 
cate. 

6. Throughout the high school, with the probable exception of the last 
two years, the work should be educational, but of such a nature as to 
make it practical. Agriculture or domestic economy should be the main 
object of the work up to the ninth year and possibly the tenth. 

H. A. Lobaditch, C. E., 
Director of Manual Training, Garrett county, Maryland. 



The crux of all educational reform is the training of teachers. The 
number of teachers who are "born," in the sense that their success is 
independent of outside influence, is infinitesimal ; but there is an im- 
mense number in whom the essential combination of human sympathy, 
with intellectual keenness is embryonic. Training is imperfect unless it 
rouses in these not only a clear perception of the individual and social 



88 

ends of education, but also a living interest in the subjects they teach. 

The weakest point in the preparation of teachers hitherto has been 
the failure to awaken in them a keen interest in the actual life of the 
present day. They are ignorant of the wants of the people unto whom 
they go to minister. They fail to recognize the child as a member of 
society. The academic studies and professional training of an urban 
Normal school tends to produce a one-sided view of education. 

To meet the wants of the rural population a rural school is necessary. 
In almost every community we see a city school set out in the country. 
The modern rural school is yet to be had. First, we must equip the 
teachers, which is only possible by having a training station located in 
a strictly rural community. There are numerous institutions of this 
kind in the South and West. The graduates having been "raised up" 
in an atmosphere of rural progress, become enthusiastic and do not 
hesitate when called to do this missionary work. 

By reason of their training they are enabled to bring the work of the 
school into closer relation with that of the community. This in turn 
solicits the support of patrons and gives both teacher and school prestige 
in the community. 

Geo. H. C. Williams, 
Principal Normal and Agricultural Institute, Montgomery county. 



Thanks for the privilege of reading this. I am opposed to State 
education of every kind, just as Herbert Spencer was. 

Regarding training in agriculture, mechanics and domestic economy, 

I say let it begin at home. When the home is compassed, then the farm, 
the shop, the outside home, may be taken up — but not the school. 

Private advanced schools are well enough for those who want them. 

As a sample of alleged unfitness for service in a State agricultural 
school, I refer to a criticism in the Roland Park Review for January, 
page 4. 

My views are too well known to need recapitulation here. 

Industrial education is only an apology for the defects of the public 
schools. After expensive trials it, too, will be found wanting and the 
return to the good, old way will be assured. 

Fbancis B. Livesey, 

Clarkson, Md. 



In Virginia, in one or more counties, industrial work is carried on 
among colored children by means of competent supervisors who instruct 
teachers and pupils at stated times in the different schools. 

Adopt a plan similar to the one in Virginia for rural schools, and for 
,arge towns and cities establish a school or schools to take up the work 
more fully. 

P. E. Gordy, 
Salisbury Colored School. 



The classes range in scope from a Business Preparatory Course in 
Accountancy, preparing for the State C. P. A. examinations. 

The Association aims to supply at cost or less a chance for the con- 
tinuation of the education of a man or boy, and to increase, by special 
studies under the instruction of experts, his ability in his occupation or 
prepare him for a more congenial line of work ; to teach him to think for 
himself; to give him a broader outlook upon life and so make him a 
better citizen. 



89 

Emphasis is placed upon the cultivation of the reasoning power and 
upon the formation of proper habits of study. 

Boys 17 years of age and over are admitted to the classes and 
courses of the men's department of the Association Institute. 

Since October 1, 1909, we have enrolled 412 different students, 176 of 
whom are under IS years of age. We have 20 paid instructors (all 
men), 17 of whom are graduates of colleges or technical schools — all 
have had teaching experience. 

From the above outlines of the courses of study it will be seen that 
nearly all of the educational work of this school is of industrial and 
commercial character. The students are men and boys who work during 
the day and take their leisure time to improve their business opportuni- 
ties ; those in the commercial courses are mostly clerks ; in the mechani- 
cal and electrical courses we have a few apprentices, a few young 
machinists, electricians, helpers and young men who wish to enter the 
trades ; then there are the men and boys who lack training in the 
fundamental subjects of arithmetic, grammar, spelling, letter writing, 
etc., and are coming to evening classes to make up the work. 

The small tuition fees charged pay less than one-half of the cost of 
maintenance of the educational work, the deficit being made up from the 
general fund of the Young Men's Christian Association (*. e., contributed 
by business and professional men of the city). 

In the industrial courses the instruction is largely individual, and 
the number of pupils to each teacher small; the equipment is new and 
is being constantly added to; fourteen large rooms are given over to 
educational work. 

As the school is less than two years old, we can say little about the 
occupations and success of former pupils, most of them being still in 
attendance. 



SUGGESTIONS UPON METHODS POSSIBLE FOR THE INTRODUC- 
TION OF INDUSTRIAL TRAINING INTO THE PUBLIC 
SCHOOL SYSTEM. 

1. Male teachers in the seventh and eighth grades of the grammar 
schools. Adolescent boys need the guidance of the best type of men. 
Most American fathers in this generation are occupied with so many 
other things that the training of the boy is left to the mothers and 
teachers. More boys would stay in school until the completion of the 
grammar school course if this were done. 

2. Optional courses of study, beginning with the sixth grade work, 
(to be decided by the parents) in which such subjects as the elements 
of mechanical drawing, simple principles of mechanics and electricity 
and their common applications, business letters, etc., should take the 
places of raffia work, nature study, and some of the other work that 
older boys dislike; furthermore, in the other subjects of the curriculum, 
emphasis could be placed upon problems and needs of everyday business 
and home life in such a way that the boy would quickly see the value of 
the work to him in the immediate future. Very little new equipment 
would be necessary to make these changes; in fact, it could be first 
tried in a few centers in different sections of a city. 

3. Industrial schools or trade schools established in which boys over 
fourteen years of age could learn such trades as electrician, printer, 
plumber, draftsman, patternmaker and the like under practical instruc- 
tors, themselves master workmen of the trades taught. (Williamson 
School, Girard College, New York Trade School, Philadelphia Trade 
School, Hebrew Technical School — New York city, etc.) State aid 
could be secured for such schools and tuition given free to residents of 
the State. 



90 

4. Continuation schools for boys and young men already at work. 
Instruction in mathematics, English (including spelling and letter 
writing), drafting, plan reading, mechanics, electricity, sanitary science, 
hygiene, etc.; alternate weeks or 4 to 6 o'clock afternoons (employer's 
time) or evenings; use of school buildings and laboratory and shop 
equipment of such schools as Baltimore Polytechnic Institute and Balti- 
more City College. Concessions on apprentice period or in scale of pay 
to graduates of these schools. (University of Cincinnati, Lewis Institute 
of Chicago, Y. M. C. A. in Chicago, Evanston, 111., Bridgeport, Conn., etc.) 

The argument of increased expense may be brought against these 
suggested changes in our public school courses of study. That argu- 
ment may be answered by many points in favor of the proposed changes, 
among them being the following: 

(a) Increased industrial efficiency. In many of our leading indus- 
trial plants the departmental heads (operative) and foremen are men 
trained in Europe. The United States is losing its industrial supremacy 
held because of natural advantages. 

(b) Keeping boys in school for a longer period and so reducing the 
number of industrial "drifters," untrained men and dependents, and 
making better and more contented citizens. 

(c) The injustice of the great school expenditures for the secondary 
schools, reaching less than ten per cent, of the boys of the State or 
city largely because the instruction is planned to prepare boys for 
college and professional schools to which less than five per cent, ever go. 
If economy must be practiced anywhere, let it be here rather than to the 
hurt of the ninety-odd per cent, of boys educationally unbared for. 

(d) State aid for schools meeting definite industrial requirements. 

(e) The additional cost would be less than might be imagined, as 
many of the buildings, teachers and much of the existing equipment 
could be used. A few schools might make the changes each year, 
situated so that the entire city or state could profit by the increased 
opportunities. 

(f) Decreased cost of reform schools, almshouses, prisons, etc. 

Ralph R. Blackney, 
Educational Director, Central Y. M. C. A., Baltimore Md. 



I beg to answer your queries of February 12 as follows : 
The number of pupils who entered the high schools from the eighth 
grade last fall was '1,947. The number in the eighth grade was 2,141. 
It is impossible to say how many entered the first grade eight years ago.* 
It would be from that company, recruited and diminished on its course 
through the eight grades, that the number given you would come. As 
our records are now kept, it will be possible to answer such a question 
after an entering class has passed through the grades, but the records 
of eight years ago are inadequate on this point. 

I have handed your other inquiries to Mr. George M. Gaither, Super- 
visor of Manual Training, who will give you an answer. 

J. H. Van Sickle, 
Superintendent Baltimore Public Schools. 

*In Cincinnati of 8,56 1 pupils in first grade, 447 are left at tenth grade. 



INDUSTRIAL EDUCATION IN MARYLAND. 

We are glad to note the progress being made by the Commission on 
Industrial Education appointed by authority of the last Legislature. 
Dr. Richard Grady, of Annapolis, is chairman of the commission, and 



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91 

Mr. Carroll Edgar, of Elkton, secretary, a pamphlet has been prepared 
by the commission, which is being sent throughout the State, outlining 
the work of the commission and asking for workaole suggestions in 
connection therewith. The following comment relative to the Federa- 
tion's stand in the matter is made : 

It is the expectation of the commission to make its report shortly to the 
Legislature, now in session, giving the results of the inquiry and includ-^ 
ing the views of eminent men and women in the various walks of life.' 
It is most encouraging to find that the Federation of Labor has receutly 
reported unreservedly in favor of a comprehensive scheme of industrial 
education. In fact, educators, manufacturers, labor organizations, busi- 
ness men, are all taking vital interest in the educational problem the 
commission is considering. Notwithstanding their lines of approach are 
dissimilar, they are all working for one grand result. As these several 
interests become more deeply engaged in the work, they will become 
more in accord, both as to aims and methods. Every age has its 
problems, by solving which humanity is helped forward. 

We agree with the commission in this, and the Federation will certainly 
do its part toward lending its co-operation thereto. It is well that 
Baltimore and Maryland are energetically interested in this important 
matter, as this city has always taken the lead in matters of education. 
Witness the following statement from the pamphlet: 

Maryland has the honor of establishing in 1SS4 the first public school 
devoted to manual training in an American city, the Baltimore Manual 
Training School (now the Polytechnic Institute), then the first and only 
instance of a fully equipped school of this class supported by public 
taxation. The grain of mustard seed planted in 1SS4 has grown to a 
large tree, spreading its branches through the length and breadth of the 
land. It will be the duty and pleasure of the commission to report the 
extent to which manual or industrial training is "carried on in Maryland 
and elsewhere." 

The Legislature has a plain duty to perform toward this great question. 
The commission should be encouraged in every particular, and there is 
no doubt that practical ideas will be developed therefrom. 

— The Labor Leader (Edward Hirsch, Editor). 



The Maryland School for the Deaf and Dumb, which is a State 
institution, under direct control of the State, having no endowment nor 
means of support except the regular State appropriation, has for its 
purpose the education of all white deaf children in the State, not only 
those who are entirely deaf and speechless, but also those whose deafness 
is of such a degree as to prevent instruction in the public schools. 
Pupils are taught to read and write and are instructed in the various 
branches of study pursued in the primary and grammar schools ; and in 
some cases in the higher or academic studies. The object aimed at is to 
give the pupil an equipment for self-support that will place him as near 
as possible on a plane with hearing persons with whom he must compete 
for a livelihood. The better to secure this, an industrial department is 
carried on. 

This department was opened in 1S71. beginning with a shoe shop. 
Later a cabinet and woodworking shop and printing office were added, 
and more recently a cooking school with rooms especially fitted for the 
purpose. 

All boys who are old enough spend from two and a quarter to two 
and a half hours daily in one of the shops or the printing office, while 
the girls of proper ages give the same length of time to the cooking 



92 

school or to the sewing rooms, where they are taught needle-work, the 
use of the sewing machine, and are given lessons in cutting and fitting. 
The girls also have practice in various household duties. 

Other industries might with profit be introduced, and this would 
be done if our numbers justified it. Still, the most essential thing is 
accomplished. 

The value of this department lies not alone in the acquiring of skill 
in the use of tools or manual dexterity. It aids very materially in the 
mental development, which is the true aim of education. It inculcates 
habits of industry, teaches the value of promptness, regularity and 
order, as well as the dignity of labor, with the satisfaction and comfort 
which it will bring. Handicraft means something more than hand skill. 
It means braincraft. The pupil in choosing the material to be used, 
selecting the proper tool, in shaping and adjusting to bring out the 
finished article, is getting a very valuable mental training. It not 
infrequently happens that a pupil whose standing in school studies is 
low or only fair, will show a special interest in and aptness for the use 
of tools, and that this in turn, when given the shop instruction and 
practice, stimulates his interest in the prescribed studies and makes him 
a better student. 

The training given and the skill acquired enables the pupil to turn 
to some other employment than the one in which he has engaged here 
if circumstances or preference dictate. Very many of our graduates 
have thus taken up other employments successfully, earning wages from 
the start. 

The records of a recent re-union show that the graduates there 
assembled were engaged in sixty different avocations. 

The above is, in brief, the established policy and practice of this 
school. 

1. The central idea of this school, education combined with industrial 
training with a view to self-support. Industrial training is obligatory. 

2. Founded and supported by the State ; no charge for tuition. 

3. Course of study similar to that of the public schools. Manual 
training begun at from ten to twelve years of age without regard to 
grade or school year. 

4. Shoe shop equipped with hand tools and sewing machines run by 
foot power. 

Cabinet shop with up-to-date machinery run by steam and also a full 
complement of hand tools. The power machines consist of a planer, 
circular saw, a jointer, turning lathe, mortise and tenon machines 
and jig saw. 

Printing office equipped with large Hoe cylinder press and Chandler 
and Price job press and paper cutter, as well as an ample supply of 
type and necessary fixtures. 

These three industries in a two story brick building, apart from the 
rest, and erected for this purpose. 

5. Cost of building, $33,000. Value of equipment, $3,323.59. Salaries 
of foremen, $1,850. 

6. We have found the effects of manual training upon other studies 
very beneficial; first, in fixing habits of attention; second, in creating 
confidence in one r s ability to do ; and third, in the stimulating effect of 
varied occupation. I am unable to say whether it affects the length of 
school life, on the average. In some cases it has a tendency to shorten 
and in others to lengthen. 

Charles W. Ely, 
Principal Maryland School for the Deaf and Dumb. 



93 

A complete educational system must make provision that will train 
for the skillful performance of that practical work of the world which 
falls to the inevitable lot of many; and especially is it desirable that 
the school so interest itself in farm life, as well as domestic science 
and manual training so as to educate toward it, rather than away from 
it. The central idea of industrial education with nine out of every ten, 
is preparation for higher technical work and the application of such 
knowledge to the means of livelihood. In my experience, I do not know 
of a single case where the pupil has not received a great benefit in after 
life, from even the little instruction received in graded and high school 
work. 

George B. Pfeifer, 
Principal Annapolis Public Schools. 



My opinion is that education in the past has been based too much on 
memory and too little on the reasoning faculties. 

My observation is that we are all grossly ignorant of the natural 
wealth and physical possibilities of our country. 

1. We should learn the characteristics of all sections of our country. 

2. What is the necessary treatment for the development of such 
natural characteristics and how far such treatment has already been 
applied. 

3. Demonstrations other than precepts. 



"HONOR TO WHOM HONOR IS DUE." 

HISTORY, OBJECT AND SUCCESS OF THE BALTIMORE 
MANUAL TRAINING SCHOOL 

(NOW KNOWN AS THE BALTIMORE POLYTECHNIC INSTITUTE) 

By Eichard Grady, M. D., Chairman. 



The real facts which led to the establishment of the Balti- 
more Manual Training School (the first public school devoted to 
manual training in an American city and the first and only 
instance of a fully equipped school of the class supported by 
public taxation) are known to but few, if any, persons now 
living. 

The idea was first conceived in the mind of Mr. G. S. Griffith, 
Sr., then president of the Prisoners' Aid Association and the 
Industrial Home for Colored Girls. He wrote the resolution 
which follows and gave it to Mr. Joshua Plaskitt, a collector 
in his employ, and a school commissioner. Mr. Plaskitt 
brought it to the writer for criticism, he being a teacher in the 
public schools of Baltimore : 

"Whereas, it is well known that a number of boys and girls 
(between the ages of 16 and 21 years) leave the public schools 
of Baltimore without any knowledge of the mechanic arts or 
other industrial pursuits, and at once find themselves in front 
of the realities of life destitute of the means of earning a liveli- 
hood (by honest employment) ; and whereas, it is known that 
such boys and girls are unable to apply the principles taught 
them to practical advantage in life (consequently, idleness 
suggests to them immorality and crime). 

("And it will be seen that at the ages named it is too late 
to enter into an apprenticeship to thoroughly learn a trade or 
business in all its various branches.) 

"Therefore, in order to (shield our youth from immorality 
and crime, and) fit them as quickly as possible for self-support, 
be it resolved that (some institution be established by this 
Board (of Commissioners of Public Schools) in which a knowl- 
edge of the mechanic arts may be taught, and that this sub- 
ject be referred to a committee of three for investigation, and 
report (as to its feasibility)." 




Early and Abiding Friends of Industrial Education. 

James W. Denny. 

John F. Hancock. Peter J. Campbell. 

John J. Mahon. 



95 

Some of the statements in brackets well informed persons 
would have disputed as unjust and offensive to the schools, 
and they would also have been repudiated by persons in a posi- 
tion to know the facts as false and slanderous in their implica- 
tion. Without the change of a word I cut out the offensive 
language and adopted a deleted phrasing, making it read 
simply as follows (in which form it received the favorable 
action of the school commissioners, April 23, 1883) : 

"Whereas, it is well known that a number of boys and girls 
leave the public schools of Baltimore without any knowledge 
of the mechanic arts or other industrial pursuits and at once 
find themselves in front of the realities of life destitute of the 
means of earning a livelihood. 

"Therefore, in order to fit them as quickly as possible for 
self-suport, be it resolved that this subject be referred to a 
committee of three for investigation and report." 

The committee gave a hearing to those interested, and the 
school board on the report written by Mr. John T. Morris, 
President, June 19, 1883, proposed to start a manual training 
school for male pupils and requested permission to do so 
from the City Council. The school commissioners were given 
power in an ordinance written by Mr. John B. Wentz to estab- 
lish a school for manual training, October, 1883. These facts 
are noted in an article I prepared for the Baltimore Sun, pub- 
lished October 2, 1883. A question having arisen as to the legal 
right of the school board and City Council to establish the 
Baltimore Manual Training School, Mr. John B. Wentz pre- 
pared an amendment to the School Law of 1868 "to include a 
school or schools for manual or industrial training," which 
Mr. Plaskitt, then a member of the House of Delegates, offered 
and the Legislature passed and Gov. McLane approved, Janu- 
ary, 1884. December 10, 1883, in another article in the Sun, 
I told of a circular letter issued to the principals of schools, 
telling them that a school would be opened January 2, 1884, 
and outlining the course of study for three years, for applicants 
at least fourteen years of age. December 20, 1883, the writer 
was commissioned to visit St. Louis and Chicago and inspect 
the private manual training schools in those cities. He sub- 
mitted a report on his return, which was published in the Sun 
January 29, 1884, copy appended herewith, with my annual 
report as "Director of the Baltimore Manual Training School," 
and prospectus of the school. 

In urging the adoption of a school of this class as one of the 
public schools of the city, the advocates of this new enterprise 
in Baltimore looked, not to giving to the boys fitting for the 
classical colleges and universities an additional advantage, but 
their main purpose was, as clearly stated, to provide for those 



96 

youth who did not design to pursue their studies in institutions 
of higher learning, but who were to graduate directly from the 
public schools into the duties of practical life, educational 
advantages similar in purpose, though unlike in kind, to those 
provided for their fellows who were preparing for college ; and, 
with this end in view, to substitute, in place of lessons in the 
Latin and Greek languages, training in drawing and practical 
instruction in the use of wood and iron working tools; a 
high school for the hands, as the City College is a high school 
for the head. The latter prepares boys for the university, the 
counting-room or the school-master's desk; the other for the 
carpenter's bench, the pattern maker's shop, the blacksmith's 
forge, the foundry and the machine shop. Both are prepara- 
tory schools. They do not turn out accomplished workmen 
either on the intellectual or the mechanical side; but they give 
useful and ample preparation. 

It is an established fact that men are prone to forget the day 
of small things. We look upon the mighty oak with wonder 
and admiration, unmindful of the fact that a little acorn was 
its mother. The grain of mustard seed planted in 1883, when 
the Baltimore Manual Training School was founded, has 
grown to a large tree, spreading its branches through the en- 
tire length and breadth of the land. A single life has spanned 
the entire development of the school. It has producd upon 
Baltimore an impression as beneficient as it is profound. 
Among the early friends of the school still living to see the 
marvelous fruition of their invaluable services are Dr. J. F. 
Hancock, of the original school committee ; Mr. John J. Mahon, 
then of the City Council, in whose ward the school was located 
and through whose influence U. S. Senator Gorman had P. A. 
Engineer John D. Ford, U. S. N., detailed as professor, after 
the director of the school and the U. S. Commissioner of Educa- 
tion had failed; State Senator Peter J. Campbell, an abiding 
friend of industrial education from 1883, at whose instance 
the Commission on Industrial Education was appointed in 
1908; ex-Mayor F. C. Latrobe, ex-Senator H. W. Rusk, Hon. 
Jas. W. Denny, B. H. Griswold, John M. Carter, Chas. H. 
Evans, G. S. Griffith, Hon. J. F. C. Talbott, School Superin- 
tendent H. A. Wise, Dr. H. E. Shepherd, Dr. F. J. S. Gorgas, J. 
O. Bates, John Langford, Edwin Higgins, Emil Budnitz, Thos. 
W. Hooper, Dr. Powhatan Clarke, E. L. Tunis, T. C. Weeks, 
Prof. J. Harry Deems, Mr. Henry Howard, J. F. Weyler, Chas. 
Moran, J. Wm. Kines, Charles F. Raddatz, Admiral John D. 
Ford, U. S. N., and William Dugent, who were members of 
the faculty. 

It is a singular fact that all who have been at the head of 
the school have been identified with the U. S. Navy. The 
writer, who organized the school as its director, is now at the 




'-W : ''S: 




Baltimore Manual Training School — Baltimore Polytechnic Institute. 



Dr. Richard Grady, Organizer and Director, 1884-1886. 

P. A. Eng. John D. Ford, U.S. N., (now Rear Admiral, retired), . Principal, 1886-1890. 
P. A.Eng. (Lieutenant) John W. Saville,U.S. N.,(retired), Principal, or President, 1990-1899. 
P. A. Eng. (Lieutenant) "William R. King, U.S. N., (retired) .Principal, or President, 1899- 



97 

U. S. Naval Academy ; his successor was P. A. Engineer John 
D. Ford, now Bear Admiral, retired; his successor was P. A. 
Engineer John W. Saville, U. S. N., retired; and his successor 
is the present head of the school, Lieut. William R. King, 
Engineer Corps, U. S. N. 

In the words of Lieutenant King, whose report in part for 
the 24th academic year accompanies this first report: "The 
progress of the Institute since its inception as a Manual Train- 
ing School in 18S4 has been uniform along the lines suggested 
by the developments of this practical age, until today it is 
conceded by leading technical universities to be the most ad- 
vanced secondary technical school of the country." 



EDITORIAL 

[Baltimore Sun, Tuesday, January 29, 1884.] 

In another column of today's Sun is published Dr. Grady's 
report upon manual training schools, their history, objects and 
methods. Assuming the impossibility of reviving the appren- 
ticeship system and the practice formerly in vogue by which 
mechanics brought up their sons to their own trades, it becomes 
of interest to consider whether it is possible, in connection 
with the public school system, to develop a system of instruc- 
tion through which the young may acquire a certain amount 
of skill in the handling of tools. To the education of the head 
it is proposed to add the education of the hands. Curiously 
enough, the first school of trades was established in Russia, 
England — the foremost nation in the world in manufactures — 
having no manual training school. Rotterdam has had an 
artisans' school in operation fourteen years. Since 1873 there 
has been a free apprentice school in Paris. In this country 
these schools are still in their infancy, and their utility is, 
therefore, still to some extent a matter of experiment. The 
interest they excite, however, is very considerable. "There is 
scarcely a school board of importance from Maine to Cali- 
fornia that is not discussing the subject." A year ago the city 
government of Bangor, Maine, took action on the matter, and 
New Haven, Conn., recently appropriated money for instruc- 
tion in the use of carpenters' tools. The school board of 
Boston "has decided to try the experiment of manual train- 
ing." Baltimore "also caught the infection," and the City 
Council has authorized the establishment of a manual training 
school, on the recommendation of the school board. In St. 
Louis, Chicago, Philadelphia, San Francisco and Oakland the 
liberality of private citizens has supplied the large funds re- 



98 

quired for adequately testing the merits of the system. It may 
be added that in 1876 the Massachusetts Institute of Technology 
founded a school of mechanic arts, in which special prominence 
was given to manual education, the plan of shopwork being 
similar to that of the Imperial Technical School of Moscow. 
In 1879 a school for instruction of young miners in subjects 
immediately relating to their work was opened at Drifton, 
Pa. At the Boston school the studies outside of the shop are, 
for the first year, algebra, plane geometry, mechanical drawing 
and English composition ; for the second year, algebra, physics, 
mechanical drawing and English composition. The mechanic 
art courses are as follows: In wood, carpentry and joinery, 
woodturning, patternmaking ; in iron, vise work, forging, foun- 
dry work, mechanical tool work. It is, however, to the school 
at St. Louis, which Dr. Grady pronounces "the model manual 
training school of the day," that attention is chiefly directed. 
This workshop for instruction is one of seven departments of 
Washington University, its purpose being "to demonstrate the 
practicability of joining manual labor instruction to the theo- 
retical instruction of the public schools." A charge is made 
for tuition, so that the training here given "is not accessible 
to the very poor." The end in view, it must be remembered, 
is to instruct, not to construct — "the acquirement of skill in 
the use of tools and materials, not the production of specific 
articles." Set on foot in 1880, the St. Louis school's existence 
for five years was assured by a donation of $40,000 made by 
believers in the efficiency of the new system. Large sums have 
been since added, the number of its friends increasing as time 
went by. The pupils enrolled in the first year numbered 67 ; in 
the second, 107 ; in the third, 175 ; in the fourth, 195. In June, 
1883, there were 29 young men who received diplomas and 
medals. The course of instruction is about the same as that 
pursued at Boston, which, as was said above, is modeled after 
that of the Technical School at Moscow. It covers three years, 
sfjecial attention being paid throughout the course to mechan- 
ical and free-hand drawing. Dr. Grady, impressed with the 
working of the St. Louis school, recommends that it be imitated 
in the establishment of the manual training school of this city, 
with some modifications, and expresses the confident hope that, 
once established and tested, the Baltimore school will receive 
the "co-operation of wealthy and public-spirited citizens." He 
especially deprecates the formation of an opinion that the 
establishment of schools which will educate youth in the ele- 
ments of mechanic arts is a wild, Utopian idea. 



90 



MANUAL TRAINING SCHOOLS. 

REPORT OF DR. RICHARD GRADY— INSTRUCTION, NOT 
CONSTRUCTION, THE OBJECT SOUGHT. 

The little progress manual education has made among prac- 
tical people, says Dr. Grady in his elaborate report on manual 
training schools, is matter for astonishment. Not till within 
a hundred years has it occurred to mankind to teach practical 
mechanics. And, curiously enough, the first school of trades 
was established in Eussia. The Artisans' School of Kotterdam 
has been in operation fourteen years, and it has demonstrated 
that boys who are occupied one-half of the day with books and 
the remaining half with tools in the shops make about as rapid 
intellectual progress as those of equal ability who spend the 
whole day in study and recitation; and, in addition, the me- 
chanical skill they acquire is of immense value. In 1873 a free 
apprentice school was established in Paris, similar in design 
to the school at Eotterdam, which is popular, and its patron- 
age is increasing. England, the foremost nation in the world 
in manufactures, has no manual training schools, but is about 
to establish them ; and these institutions are in their infancy 
in this country. But the interest in them is very widespread. 
There is scarcely a school board of importance from Maine to 
California that is not discussing the subject. Fully a year 
ago the city government of Bangor, Maine, moved in the mat- 
ter. In New Haven, Conn., the school board recently made an 
appropriation for the purpose of instruction in the use of car- 
penters' tools. In Boston the school board has decided to try 
the experiment of manual training. Baltimore also caught the 
"infection," and the City Council authorized the establishment 
of a manual training school on the recommendation of the 
School Board. Where school boards have taken no action, pri- 
vate enterprise has not been idle. The Chicago Manual Train- 
ing School, like that of St. Louis, is the offspring of public- 
spirited citizens. It owes its existence to the Commercial 
Club of Chicago. The attention of the club was directed to the 
manual training school as an adjunct to the educational sys- 
tem which prevails throughout the country, and the need of 
something besides the course of study pursued in the graded 
and high schools. The leading members set themselves to work 
with the zeal, energy, good will and good faith which honorably 
distinguish Chicago, and devoted an evening exclusively to 
industrial education, the work already accomplished in our 
own and in foreign countries. On that evening the member- 
ship contributed $100,000 to establish the Chicago Manual 
Training School. It has the honor of enrolling upon its list of 



100 

donors the great names of George M. Pullman and Marshall 
Field. In San Francisco and Oakland the subject of manual 
training has received great attention. In the former city a 
wealthy man, name not announced, has given f 150,000 for the 
establishment of a manual training school. 

Advantages of the System. 

There are many obvious arguments in favor of joining man- 
ual to intellectual training in the public schools. The young 
man with a mechanical trade is better fitted for the battle 
of life than the young man with a learned profession. The 
prizes may not be so dazzling, but they are more numerous, 
and they are within reach. The railroad, the telegraph and 
the steamship exert a more potent influence upon the destinies 
of mankind than the lawyer, the doctor and the priest. The 
giants, steam and electricity, which bear the great burdens of 
commerce, have to be harnessed to enable them to do their 
work. And to make this harness the furnace, the forge and 
the shop are brought into requisition. The railroad alone 
taxes to the utmost nearly every department of the practical 
arts. To the construction of the passenger coach, for instance, 
many trades contribute the varied cunning and skill of their 
workmanship. The bookmakers of today are groping about 
the old shops where the inventors of the last century worked, 
and the cottages wheer they lived, in order to tell the simple 
story of their lives and write their names in the temple of 
fame. These men did more to hasten the world's progress in a 
century — 1740 to 1840 — than had been accomplished up to that 
time by all the statesmen of all the dead ages. But these he- 
roes of the workshop had none of the opportunities afforded by 
the St. Louis Training School and similar institutions. They 
toiled many hours each day over the A, B, O of mechanics by 
the light of a tallow candle. The world moves, and in this 
age it moves always toward a higher appreciation of the prac- 
tical arts. This country is destined to become a vast work- 
shop, and in this workshop the best energies, the strongest vital 
forces of the American people are eventually to be exerted. 
How necessary, then, to educate the hands as well as the brain 
of the youth of the country. Manufacturers are in favor of 
technical schools. Witness the testimony before the United 
States Senate Committee on Education and Labor. Brewster 
& Co., carriage builders, testified that the firm employs 500 
hands, mostly skilled workmen; that there were workmen in 
their factory who could not work from a mechanical drawing, 
for they had not been educated to understand it; that the 
American mechanic had a superior working power to any 
other, but he had little or no technical education. The Frerch 



101 

workman, on the other hand, had been educated so as to have 
a quick eye for beauty; the result was that Paris led the 
world in artistic work; the system of education was not prac- 
tical in this country. P. Lorillard & Co., who employ 4,000 
hands, were heartily in favor of industrial schools; nothing 
better could be done to advance the condition of the people; if 
something were not done in that direction there would be a 
great social trouble in the next generation. 

The St. Louis Manual Training School. 

The model manual training school of the day is in St. Louis. 
It is one of seven departments of Washington University and 
is peculiar to it, being the only university that has "saddled" 
itself with a workshop. It owes its existence to the conviction 
on the part of its founders that the interests of St. Louis de- 
mand for young men a system of education which shall fit them 
for the actual duties of life in a more direct and positive 
manner than is done in the ordinary American school. The 
purpose of the school is to demonstrate the practicability of 
joining manual labor instruction to the theoretical instruc- 
tion in the public schools of St. Louis and of the country, the 
institution being open to all qualified applicants, regardless 
of locality. To a degree the school is attainable as yet only 
by a favored class ; it is not accessible to the very poor. But 
this difficulty has been largely provided against by allowing 
the purchase of scholarships for the benefit of deserving boys 
in public schools. One gentleman gives $3000 yearly to pay 
tuition of a limited number of students who can produce rec- 
ords of good character and scholarship, but whose circum- 
stances render it practically impossible for them to pay the 
tuition fees of the school, $240 for the three years' course. One 
great object of the school is to foster a higher appreciation of 
the value and dignity of intelligent labor and the worth and 
respectability of laboring men. In the school, whatever may 
be the social standing or importance of the fathers, the sons go 
together to the same work and are tested physically as well as 
intellectually by the same standards. The regulations repeat- 
edly assert in spirit that the end of education is not the acqui- 
sition of positive knowledge, but to develop the intellectual 
faculties and cultivate powers of thought and reasoning; and 
in manual education the direct end is the acquirement of skill 
in the use of tools and materials and not the production of 
specific articles. The education is eminently practical, and 
frequent visits are made to manufactories and other places 
where actual work is carried on. The director said: "I have 
no doubt that a larger per cent, than usual of these boys will 
adopt fields of labor in which their manual training will be 



102 

called into play. This is to be expected, and it is most desir 
able. St. Louis needs men intellectually and manually strong 
to lead in her workshops and factories, and Missouri and the 
great West needs them on the farms. The crying demand 
today is for intellectual combined with manual training. It 
is this want we aim to supply." 

Success of the School. 

The greatest satisfaction is felt in St. Louis with the results 
of the training school. The experiment began September, 1880, 
and the existence of the school was assured for five years for 
the sum of $40,000 donated by public-spirited citizens of St. 
Louis. They were more than satisfied with it, and in 1882, it 
becoming necessary to enlarge the school at a cost of $35,000, 
the director wrote an open letter, and free gifts from a half 
dozen persons met the demand. Twenty benefactors have sub- 
stantially given $75,000, which is all spent; $100,000 endow- 
ment is now expected, $40,000 of which has been given within 
a few weeks. From the first the school has been well patron- 
ized, and vacant seats have been few; at times every seat has 
been filled. The whole number enrolled the first year was 67 ; 
the second year, 107; the third year, 175; the fourth year (to 
December, 1883), 195; 29 young men received diplomas and 
medals in June, 1883. The zeal and enthusiasm of the stu- 
dents have been developed to a most gratifying extent, extend- 
ing into all departments of work. The variety afforded by the 
daily program has had the moral and intellectual effect ex- 
pected, and an unusual degree of sober earnestness has been 
shown. Progress in two subjects, drawing and shopwork, has 
been remarkable. The habit of working from drawings and to 
nice measurements has given the students a confidence in them- 
selves altogether new. In fact, the increased usefulness of the 
students has made itself felt at home, and the result has been 
the offer of business positions too tempting to be rejected. The 
better educated and trained the students become, the stronger 
will be the temptation offered them outside and the more diffi- 
cult will it be to hold them through the course. Far more, 
indeed, than the managers of the school had reason to hope, 
has been accomplished, and the effect of their observation and 
experience makes them confident of the successful result of 
manual training. Well may they say, as they have done in 
one of their reports : "To be sure, there was little doubt of the 
final result, but the progress has been more rapid than it 
seemed reasonable to expect." Said one of the benefactors of 
the St. Louis school : "I feel better satisfied with the money I 
have put into the manual training school than with any other 



103 

money I have invested in St. Louis." In confirmation of this 
general view the following extract from the Governor of Mis- 
souri is quoted. He says: 

"The old system of apprenticeship is about at an end, and it 
is necessary, if we propose to protect the interests of our indus- 
tries and consult the welfare of our youth, to devise some 
means for their proper training. In our ordinary and more 
advanced schools the only vocations aimed at and in which 
positive interest is aroused are commerce, buying and selling, 
banking, reckoning accounts, keeping books and the so-called 
'learned professions.' The ordinary schoolboy gets the idea 
that it requires no education to be a mechanic ; hence he aspires 
to what is called a higher profession, a higher vocation, and 
foolishly learns from vicious sources to despise both craft and 
craftsmen. If this pernicious tendency can be corrected and 
the dignity of skilled labor and skilled workmen be maintained 
by the introduction of manual training into grammar schools 
and schools of high grade, great good will be accomplished. I 
have no hesitancy in directing attention to this manual school 
as one of our educational ornaments, worthy of the patronage 
of our sons and the respect of our citizens." 

Professor Woodward's Theory. 

Any summary would be incomplete if it failed to mention 
Prof. C. M. Woodward, the director of the training school. 
Professor Woodward's vigorous enthusiasm on this subject is 
recognized by all with whom he comes in contact. The training 
school of St. Louis is an exhibition of his wise foresight. Origi- 
nating in his sympathy, it was brought into operation by his 
activity. His views in regard to this school have been so cor- 
rect that everything that has happened since its organization 
was foretold with accuracy. The whole manner of this remark- 
able man impresses one, and he possesses to a singular degree 
the power of presenting subjects clearly and forcibly. Under 
the direction of Professor Woodward, the St. Louis Training 
School has become the ideal institution of its kind in the 
United States. The work needed a leader. The man was as 
much as the money; the one brought the other, both by wise 
appeals and good work that commended itself. It was Profes- 
sor Woodward who raised the $75,000 for the St. Louis Manual 
Training School. The school also owes no inconsiderable por- 
tion of its prosperity to the efficiency of Mr. C. F. White, the 
superintendent of shops, and this is a fitting occasion for a 
public expression of gratitude to him for many of the speci- 
mens of manual skill, woodwork, ironwork, drawings, pat- 
terns admirably executed, now on exhibition at the Baltimore 
Manual Training School, Courtland street, near Saratoga. 



104 

Professor Woodward is opposed to teaching the details of 
actual trades. He says: "If the object of the shop is educa- 
tion, a student should be allowed to discontinue any task or 
process the moment he has learned to do it well. The thou- 
sands of tools used in the arts are but modifications of a few 
simple elements. The universal tools are scarcely more than 
a half dozen in number." A clear idea of Professor Wood- 
ward's theory is, in the language of Professor Runkle, of the 
Massachusetts Institute of Technology, that it is best to teach 
an art before attempting to apply it; that the mechanic arts 
can be taught to classes through a graded series of examples 
or exercises by the usual laboratory methods which we employ 
in teaching the sciences. Making the art — and not the trade — 
fundamental, and then teaching the art by purely educational 
methods, is the Kussian system. The system is instruction in 
the arts for the purpose of construction, and not construction 
for the purpose of instruction. Of course, this is the method 
followed in the St. Louis Training School. 

Teachers and Students. 

Skilled mechanics are employed as practical instructors. 
For instance, two instructors spend each two hours in the ma- 
chine shop and two in the carpenter shop ; a teacher of drawing 
gives two hours to that branch and two hours to carpentry; 
the instructor in blacksmith shop is also chief engineer. Stu- 
dents are in attendance from Indiana, Texas, Vermont, 
Iowa, Pennsylvania, Illinois, Missouri, Tennessee. There is 
a general representation of the public through many pursuits 
and degrees. The record of the third-year class shows as the 
occupation of parents : Teacher, manufacturer, minister, farmer, 
physician, real estate, mining engineer, aurist, commercial 
agent, stock dealer, building, druggist, lawyer, jeweler, mili- 
tary, railroad, commission merchant, civil engineer. Many of 
the pupils bear the names of old and prominent families of 
St. Louis. Fifty per cent, of the pupils are of German parent- 
age. There is a v disposition on the part of many of the pupils 
to make sacrifices to attend school. There is from Colorado a 
man 25 years old. He was the only farmer in his neighborhood 
who knew anything about blactfsmithing. He desired to learn 
algebra and drawing and perfect himself in this trade. He 
mortgaged his farm that he might attend another term. Well 
may it be said of that blacksmith as it was written of another 
of his trade, "something attempted, something done." There 
is from Nebraska an apprentice-machinist. He has brought 
three or four boys to the school. He is a walking advertise- 
ment, the director said, and his fellows have the assurance that 
they can do what he has done in securing enlightenment and 



105 

self-respect. There is another man, a machinist. He came to 
learn the principles of his trade, drawing and mathematics. 
He has improved himself in the teeth of adverse circumstances. 
He, in his efforts to improve himself, has also earned an inward 
dignity of character, which nothing, no, not the hardest drudg- 
ery nor the direst poverty, can vanquish. All these instances 
are assertions of worthy ambition and earnest struggle against 

Those twin gaolers of the human heart, 
Low birth and iron fortune. 

v Analysis of the Course. 

The school really gives an education that is worthy of the 
name. The scope of the system may seem narrow, but it is not 
so in reality. It comprises all the keys that open all the locks 
of knowledge. The boy is not taught to know, but to do; not 
to acquire knowledge, but to develop capacity. While the class 
in manual labor is engaged in its regular routine, other 
classes are occupied in the recitation and drawing rooms. 
Neither intellectual nor physical labor is carried to the extent 
of weariness, and the change from recitation to the shop, and 
from shop to study and recitation is agreeable and healthful. 
The course of study covers three years and embraces five lines, 
three intellectual (a course of pure mathematics, a course in 
science and applied mathematics, a course in language and 
literature) and two manual (a course in penmanship, free- 
hand and mechanical drawing, and a course of tool instruc- 
tion). 

In mathematics the course of instruction is thorough but not 
extended. Arithmetic, algebra, geometry and plane trigo- 
nometry are studied in succession. The application of these 
branches is made in bookkeeping, mechanical drawing, physics, 
mechanics and surveying. 

Careful attention is given to physical geography. 

The English language and literature are carefully studied 
throughout the course. Every graduate of the school will 
have a fair command of English, whether in speaking or 
writing. 

History, practical ethics and political economy each finds 
a place on the program, the treatment of each subject being 
adapted to the capacity of the class. 

Special attention is paid to both free-hand and mechanical 
drawing during the whole course. Drawing is the shorthand 
language of modern science. Careful drawings are to technic- 
ally educated people what pictures are to children. They 
show at a glance what it is not in the power of words to ex- 
press. It is a universal language, and should be read and 
understood by all men. 



106 

In connection with drawing comes instruction in the nature, 
theory and use of tools. Thus is placed within reach of all the 
key with which to unlock the mysteries of shops and factories. 

But which are the tools whose use is taught? Before 
answering this question it is to be observed that the apparently 
great variety in tools and mechanical processes arises from 
different combinations of very simple elements. The number 
of hand tools is small ; one can easily count them on the fingers. 
They are the axe, the saw, the plane, the hammer, the square, 
the chisel and the file. The study of a tool involves an exami- 
nation of its form and the theory of its action, as well as its 
actual use at the bench or forge. After the hand tools, pupils 
become familiar with the typical machine tools which are 
chiefly employed in mechanical pursuits. A knowledge of 
materials and processes is as important as an acquaintance 
with tools. Thus, the making of patterns precedes the use of 
castings. The castings themselves are planed, bored, drilled 
and turned by the use of special machine tools. Wrought iron 
and steel are worked at the forge previously to being used in 
the machine shop. Tempering, brazing and soldering occupy 
their appropriate places. 

The steam generating apparatus of the University consists of 
a battery of three large steel boilers set and furnished in the 
most approved manner. These boilers* furnish heat for the 
entire group of university buildings as well as steam for the 
engine in the shop. The engine is of the best pattern and su- 
perior workmanship, and is capable of about sixty horse power. 
During their second and third years the pupils make a careful 
study of the engine and furnaces, and are practiced in the 
management and care of them both. 

Observations and Eecommbndations. 

Private benevolence in St. Louis, in Boston, in Chicago and 
elsewhere has shown the practicability of joining manual labor 
instruction to the theoretical instruction in the public schools. 
As I believe that organization stands to successful action as 
cause to effect, I do not hesitate as the result of my observation 
and earnest study, to recommend that the Baltimore Manual 
Training School be established on the plan of the Manual 
Training School of St. Louis, with some modifications. Con- 
cisely stated, these are the principles which underlie the 
system: (1) Entirely separate the art from the trade, in- 
struction from construction; (2) teach each art in its own 
shop; (3) equip each shop with as many places and sets of 
tools, and thus accomodate as many pupils as the teacher can 
instruct at the same time; (4) design and graduate the series 
of sample to be worked out in each shop on educational 
grounds; and (5) adopt tests of proficiency and progress. 




! u« , J? ti 11 



Baltimore Manual Training School (1884)— Baltimore Polytechnic Institute (1910). 



107 

I have thus tried to give a clear insight into the aims of the 
St. Louis school, as well as sketch its actual appearance. 
If you are impressed with a sense of the value of the manual 
training school as an adjunct to the educational system of 
Baltimore, what is the duty of the hour? What can be done 
to aid this beginning of manual training? 1. The dissemina- 
tion of sound views on the subject, using the newspaper as the 
instrument, for the public press is not only a sure index but a 
powerful moulder and guide of public opinion. Editorials of 
remarkable grasp and thoroughness have already appeared in 
our Baltimore papers. 2. Accepting the co-operation of 
wealthy and public spirited citizens who believe that their 
money given to such a school would be well bestowed. Do 
you say that I am talking at random, with wild Utopian 
ideas? Not so. These things will all come, perhaps speedily. 
Can money be obtained for such a purpose? I think so, 
decidedly. All over the land proof is daily given that men and 
women of great hearts are making common cause with human- 
ity, and the cases cited of the public spirit of St. Louis, Chica- 
go and Boston are but illustrations of the spirit that prevails. 
One-tenth such gift as our own Enoch Pratt has made to this 
city would place our proposed school in the first rank. 



BALTIMORE MANUAL TRAINING SCHOOL. 



"See first that the design is wise and just ; 

That ascertained, pursue it resolutely. 
Do not for one repulse forego the purpose 

That you resolved to effect." 

To the Superintendent of Public Instruction. 

Sib: In accordance with your request to prepare a summary of the 
history and work of the Baltimore Manual Training School, I have the 
honor to transmit to you the following : 

HISTORICAL SKETCH. 

April 23, 1883, Messrs. Joshua Plaskitt, James W. Bowers and John 
F. Hancock were appointed a committee on industrial education. To the 
committee were added the President of the Board of School Commission- 
ers and the Superintendent and the Assistant Superintendent of Public 
Instruction. 

September 28, 1S83, the undersigned prepared for the Baltimore Sun 
a resume of the information submitted to the Committee, giving the gist 
of the opinions and arguments developed and the suggestions and 
recommendations offered in relation to the establishment of the proposed 
manual training school. 

October 20, 1883, the City Council, at the instance of John B. Wentz, 
Esq., directed the Board of Commissioners of Public Schools to establish 
a school for manual training. 



108 

December 20, 1883, the writer was commissioned by the President of 
the Board of Commissioners of Public Schools to visit St. Louis and 
Chicago and inspect the manual training schools in those cities. He 
submitted a report on his return, which was published in the Baltimore 
Sun, January, 1884. 

January 14, 1884, a prospectus of the school was published. Recogniz- 
ing the success of the school in St. Louis, under Dr. Woodward, the 
circular provided for the establishment of a school on the same plan. 

January 31, 1884, on motion of Mr. Joshua Plaskitt, the General 
Assembly of Maryland repealed the Act passed in 1868, entitled "Public 
Education," and enacted a section in lieu thereof that "the Mayor and 
City Council of Baltimore shall have full power and authority to 
establish in said city a system of free public schools which shall include 
a school or schools for manual or industrial training." 

February 4, 1884, Prof. Calvin M. Woodward, Dean of the Polytechnic 
School and director of the Manual Training School of Washington 
University, St. Louis, delivered an address, at Johns Hopkins University, 
on "The Fruits of Manual Training." President D. C. Gilman had 
given the use of Hopkins Hall to the Committee on Manual Training 
Schools, who had issued some five hundred invitations. John T. Morris, 
Esq., President of the School Board, presided. 



THE WOKK OF THE SCHOOL. 



March 3, 1884, the school passed "out of the stage of prospectus into 
the stage of existence. ,r Our Baltimore Manual Training School is the 
first instance where a school entirely devoted to manual training has been 
organized on the same plan and grade as part of any public school 
system. It represents the last and boldest step that has been taken to 
relieve public education from the accusation that it is "unpractical," and 
its inception marks an era in the educational history of Baltimore. 

That there was a real demand for a manual training school in 
Baltimore is abundantly shown by the fact that hundreds of boys have 
sought admission. Although it was intended "not to have a class of more 
than forty or fifty pupils at first," so numerous were the applications 
for admission that the month of March closed with 62 students on roll, 
April with 80, June with 100, and September with 150. 

It will be remembered that boys fourteen years of age, members of 
the City College or pupils in the first grade of a grammar or of a 
"public" school, were to be admitted without examination. One hundred 
and twenty-five out of the hundred and fifty students in attendance when 
the school closed in December had brought certificates signed by the 
principal of the Baltimore City College or the principal of a male 
grammar school, or the principal of a "public" school. 

The course of study proposed for the first year — being subject to 
whatever changes experience might dictate — was enlarged by the addition 
of geometry and physics to the theoretical studies (arithmetic, algebra, 
English history, physical geography, physiology and drawing) to provide 
for the students who came from the first, second and third year classes 
of the City College. To the shop work (carpentry and joinery) were 
added vise-work, forging, wood-turning and soldering, instruction in 
which continued to July 3d only. In the absence of any rules or regula- 
tions, the administration of the school was exercised through orders and 
instructions received from the committee or its chairman. 

On the afternoon of June 12th there was the first exhibition of draw- 
ings made and shop work done during the preceding three months. The 
"Training School Press" printed the invitations and programmes. State 
and city officials, parents and guests filled the hall. The programme 



II 



109 

consisted of two parts, as follows: Part I, participated in by the 
students only; and Part II, by the President of the School Board, by the 
gentleman who framed the ordinance establishing the school, and by 
those whose sons were then enrolled as students of the school and had 
tested its usefulness. 

In September the school numbered 150 students, whose average age 
is 15 years, 6 months. They were formed into three classes, each con- 
taining fifty. The school session (9 A. M. to 2.30 P. M.) was divided 
into three equal periods of one and one-half hours each — not counting 
from 12 M. to 1 P. M. A class, when it went into the shops for instruc- 
tion, was separated into two equal sections — 25 students going to the 
wood working department and 25 to the metal department — each section 
being under the care of a special teacher. The theoretical studies 
(arithmetic, algebra, geometry, English history, physics, physiology, 
geography and drawing) were taught to classes of fifty. 

September 1, the mechanic art courses in carpentry, joinery and vise- 
work in use in the School of Mechanic Arts, Boston, were adopted. 
Their spirit and method have been faithfully adhered to, so that instruc- 
tion in the shops nas not been left to accident or caprice. Mr. Dugent, 
instructor in the metal department, thus writes : "The method of teach- 
ing is to name and describe the various tools, and give practical instruc- 
tion in the use of them. The system upon which we work is arranged so 
that the students at the vises have each a piece of metal to work into a 
certain form. Each form is a lesson, and when one is completed another 
is given. I am perfectly satisfied with the present system. The advan- 
tage of the above system is that it enables the instructor to compare the 
progress of the different pupils so as to form an average." Mr. Onion, 
instructor in the wood-working department, briefly reports as follows : 
"Five per cent, of material is spoiled" — "lessons are given in the use of 
wood-working tools" — "school work is comparatively better than outside 
work" — "method of teaching is (1) by class instruction, (2) by individ- 
ual instruction" — "I am satisfied with the present system of instruction." 

All the students will pass successively in the first year (from Septem- 
ber 1, 1S84, to July 3, 1885) through the wood-working and metal shops. 
The seventy-five students who have been under instruction in carpentry 
and joinery will, on February 10, 1885, after having spent half of the 
scholastic year in the wood-working department, take the places of the 
seventy-five who up to that time will have been pursuing the course in 
vise-work. 

The lessons completed in the wood-working department are as follows : 

1. Mitered Frame. 

2. Single open Mortise and Tenon. 

3. Double open Mortise and Tenon. 

4. Through Mortise and Tenon. 

5. Line Mortise and Tenon. 

6. Single open Mortise and Tenon with Mitre Joint. 

7. Double open Mortise and Tenon with Square and Mitre Joint. 

8. Through Mortise and Tenon for Rabbeted Frame. 

9. Through Mortise and Tenon for Double Rabbeted Frame. 

10. Brace Joint with Mortise and Tenon. 

11. Blind Mortise and Tenon with Post. 

12. Dowel Joint. 

The lessons completed in the Metal Department are as follows, (vise- 
work only, chipping and filing) : 

1. Rectangular Block. 

2. Rectangular Block with Champered Edges. 

3. Octagon. 

4. Slot Joint (half finished). 

Small classes have also used the printing press, the papyrograph and 
the typewriter. 



110 

Past Assistant Engineer Ford thus reports his work : 

"Weekly recitations in Geometry, Trigonometry and Mensuration have 
been heard, and lectures given in Physics, and daily practice in drawing 
in periods varying from 45 to 90 minutes each, to all students. 

"The students in A class have completed the first book of Geometry; 
those in B class are well advanced in the first book; and those in C 
class are just commencing the theorems. In Trigonometry the students 
of A class are studying the functions of the arc, and those of B and C 
classes are finishing logarithms. 

"In Mensuration the students of A, B and C classes are studying the 
theory of Mensuration from the notes of Haswell and Tautwine. 

"In Physics the students of A, B and C classes have advanced as far 
as the Composition and Resolution of Forces, from notes of Avery and 
Ganot. Experiments with the instruments belonging to the school have 
been made when practicable. Without a laboratory and additional 
instruments, these experiments are necessarily not so complete as is 
desirable. Nearly all the necessary instruments could be made by the 
advanced students in the school, and as they are of high cost, it is 
recommended that they be so made. 

"The students have all been instructed in the use of the scale and 
ordinary drawing instruments, except in the use of the pen. The draw- 
ing has been of geometrical forms, joints, beams and trusses, beside 
working drawings for the shops. These have been sketched on a black- 
board, explained, the names and fitting of the different parts noted, the 
sizes given, and all necessary calculations made, and a scale to which to 
work noted, when the work is executed to a scale on paper. It is pro- 
posed to continue this system to include form and strength of materials 
and architectural and mechanical constructions. In other words, the 
method is that of the best draughting rooms. 

"A sub-class of the more advanced students of A class has made 
drawings of the different floors of the building occupied by this school, 
showing the present arrangement of tools and machinery and the 
arrangement of the class rooms. 

The Director has given instruction in English language and literature, 
history, physiology, industrial geography and map-drawing, higher 
arithmetic and algebra. The habit of diagramming, picturing and 
tabulating has been taught, and practically ours has been a "school 
without text-books." It is not proposed to follow so closely such 
a method of instruction, but it is believed that the teacher who makes 
a free use of such teaching is the one from whom the scholars get 
their most helpful items of knowledge, and to whom they give in the end 
their warmest affection. The late assistant superintendent, whose son 
is a student in the school, thus wrote of the method of instruction : 

"On returning up-stairs we passed through a room where the printing 
press was at work, and several boys were employed in setting type for 
some printing matter to be used in the school. In the next room the 
rest of the boys were engaged in the study of history. The novel and 
interesting way in which this study is taught awakened the longing to 
have studied the annals of our country's glories in a like manner. Not 
merely the dry facts of some by-gone event were here given. Geography 
and history* 'now and forever, one and inseparable,' were not rudely 
torn asunder to be studied in a broken, fragmentary way. The mutual 
dependence they have upon one another was recognized, and by their 
union one of the most interesting studies formed that ever delighted 
boyish hearts. The topic for the day happened to be the late civil war. 
On one of the blackboards was a map of the theatre of war. 
The solid North, the solid South, and Maryland, Missouri and Kentucky, 
which, though sympathizing with the South, joined the North, were each 
designated by a different color. West Virginia, as separating from the 



Ill 

mother State, was also specially marked. The boys copied this map, anrl 
while doing so studied the products of the States, the contour of their 
surfaces, their climate and soil. Next came the state of society existing 
in each, with the prevailing political parties, the relation each section 
bore to the National Government and to foreign countries, until finally 
the causes of war stood forth in bold relief, and each one saw and 
understood how inevitable was the conflict, and that, no matter how long 
postponed, there was only one way of settling the differences in opinion 
caused by centuries of different education and experience. Here biogra- 
phy, the history of individual lives, stepped in and joined her charms to 
those of her sister studies. The boys, with ready sympathy, followed the 
lives of prominent commanders on either side, and identified their heroes, 
as far as possible, with the places in which some noble, daring action of 
theirs gleamed forth in proof of their greatness. Finally came the end 
of the long struggle and its result, with the entire change in life and 
customs occasioned thereby. Thus the Revolutionary war, the war with 
England in 1S12, the Mexican conflict, and the Franco-German war of 
1S70, have been studied, and surely the boys will remember more 
definitely the many victories due to American valor by being brought 
face to face with them in this way than by poring for months over 
musty volumes of dry facts, and the situation of towns and rivers is 
certainly more indelibly engraven on their memory by associating it 
with the actions through which it grew famous. 

"Physiology, too, that study all-important to man, is taught by means 
of drawings, which the boys are required to make, sometimes enlarging a 
small wood cut into a chart two or three feet long. The structure of 
bones, the position of the muscles, the distribution of the nerves and the 
circulation of the blood, all the various movements and functions of the 
organs of the body, are thus explained to them. They are taught in 
this practical way how wonderful is this outer garment of our soul, 
while at the same time they gain great proficiency in the use of that 
'universal language of the world,' in which the Indian of the Western 
prairies may converse with the highly cultured sage of England or 
France, though neither understands what the other speaks; by which 
the man of science may explain to the simplest and humblest peasant the 
most complicated and abstruse problems; but without which he will 
continually be troubled to make himself understood, though he use the 
finest figures of language and the clearest logic. 

"Surely all who have accompanied us will agree that the motto of the 
schoo/, 'The cunning hand and cultured brain,' as there developed, is the 
thing to be sought after by all who expect to keep up in the race of 
humanity on the road of life, and that unless these two are taken equal 
account of by all educators, evil results are bound to follow and make 
themselves felt in the progress of the community." 

Discipline. The greatest care has been taken to foster a spirit of 
manliness and truthfulness and a high sense of duty among the students, 
and the discipline has been administered by an appeal to these feelings. 
In every instance where school property has been injured or destroyed by 
the students they have replaced the same. It has also been considered of 
the first importance to act in harmony with the parents. 

The faculty has ruled upon doubtful points of discipline as they arose, 
and this scrupulous procedure, while giving precedents for the future, 
has insured precision and consistency. 

Visitors. His Excellency, the Governor of Maryland; his Honor, the 
Mayor of Baltimore ; officers of educational institutions throughout the 
country; army and navy officers; State and city officials, and others, 
have visited the school. 



112 

Excursions. In aid of the practical studies of the school, and as a 
means of familiarizing the students with the actual details of work as is 
done in the School of Industrial Science, Boston, and similar schools, 
the students, with their teachers, made Saturday visits of inspection to : 
the Pump House in Druid Hill Park; the Ice-Boat "Latrobe;" the shops 
of the Baltimore and Ohio Railroad at Mount Clare ; Loch Raven, Mary- 
land Central Railroad; Navy Yard, Washington; J. F. W. Dorman's 
Printing Press Factory; John Ryan & Company's Type Foundry; E. L. 
Tunis & Company's Planing Mill; Smith & Wick's Can Factory; Isaac 
A. Shepherd & Company's Iron Foundry; Otto Duker & Company's 
Lumber Manufactory; Naval Academy, Annapolis; Union Bridge and 
Pen Mar, Western Maryland Railroad ; Poole & Hunt's Iron Foundry ; 
William E., Hooper & Company's Cotton Factory ; Brush Electric Light 
Works; William E. Woodall & Company's Ship Yard. Reports of the 
visits were handed in, which included descriptions and diagrams of the 
objects seen. 

CONCLUSION. 

In the foregoing, the effort has been made to give clear and simple 
statements which tell their own story. The success of the enterprise 
has been beyond expectation, and it can not be denied that the school has 
been a praiseworthy experiment. 

Mr. William Dugent and Mr. James H. W. Onion, instructors, have 
been associated with me from the day the school opened, and Past 
Assistant Engineer John D. Ford, United States Navy, entered on duty 
March 17th. These gentlemen have exerted all their ability, all their 
energy, all their skill, all their resources of whatever kind, in broad, 
hearty efforts to make the school a success. 

RICHARD GRADY, 

January 1, 1885. Director. 



BALTIMORE MANUAL TRAINING SCHOOL. 

Located on Courtland street. Was established by the Board of School 
Commissioners, under the following direction and authority of the 
Mayor and City Council. 

An Ordinance to empower the Board of Commissioners of Public Schools 
of Baltimore city to .establish a School for Manual Training. 

Section 1. Be it enacted and ordained by the Mayor and City Council 
of Baltimore, That the Board of Commissioners of Public Schools of Bal- 
timore city be and they are hereby authorized and directed to establish 
in the city of Baltimore, in some convenient locality, as near the centre 
of the city as possible, a school for manual training, under such name or 
title as said Board shall select. 

Sec. 2. And be it further enacted and ordained, That said school shall 
be open to the children of the citizens and bona fide residents of the city 
of Baltimore, and that the admission to said school shall be regulated by 
the law now existing for the admission of pupils to the public schools of 
the city of Baltimore, except in so far as changed by this ordinance. 

Sec. 3. And be it further enacted and ordained, That the age and 
qualifications for admission to said school shall be fixed and prescribed 
by said School Board; provided, that the fee for the use of tools and 
materials for pupils, who are the children of residents or citizens of 
Baltimore, shall not exceed one dollar each per scholastic quarter. 






This ordinance should have been followed by the prospectus 
on pages 116-117. 



This analysis of the course of study for four years at the 
Baltimore Polytechnic Institute (pages 113-116) should have 
followed the prospectus concluded on page 117, the purpose 
being to show by comparison by contrast the progress of the 
Manual Training School (Baltimore Polytechnic Institute) 
from its inception, in 1883, as shown in the Director's report 
for 1884 (page 107), and the course of study for three years 
proposed on pages 116, 117. 



113 

Sec. 4. And be ii further enacted and ordained, That pupils from 
other places may be admitted to said school upon such terms and condi- 
tions and upon payment of such fees as said Board shall prescribe. 

Sec. 5. And be it further enacted and ordained, That this ordinance 
shall take effect from the day of its passage. 
Approved October 20, 1883. 

WM. PINKNEY. WHYTE, 
Mayor. 



BALTIMORE POLYTECHNIC INSTITUTE 

The Baltimore Polytechnic Institute is one of the several 
educational institutions of the secondary grade maintained by 
the City of Baltimore. 

Pupils bearing properly attested certificates of having 
passed the prescribed Grammar School Course of the Public 
School System of Baltimore «are entitled to enrollment. 

Other applicants residing in the city will be admitted after 
passing an examination covering the requirements of the eighth 
grammar school grade. Eighth grade grammar school pupils 
who fail of promotion are not eligible for admission under this 
requirement. 

Xon-resident applicants, in addition to passing the entrance 
examination, are required to pay an annual fee of $72, charged 
for tuition and for the use of books. 

The course of study is designed to accomplish the following 
purposes : 

1. To give a sound fundamental education to pupils whose 
inclinations and other circumstances preclude a college course. 

2. To give to youth that healthful and highly valuable 
manual training which broadens education, and conduces to 
dexterity, contrivance and invention. 

To this end, the time usually devoted to Greek and Latin 
is employed, during two years of the course, in carpentry, 
sheet-metal and light forge exercises. These exercises cover 
what are known as Manual Training, and are given with 
special reference to their educational value. 

3. To give students in the third and fourth years such 
studies in Engineering, Mathematics, Physics and Chemistry, 
and such mechanical exercises in Applied Manual Training 
as will fit them: 

(a) For immediate and remunerative employment in the 
wide field of civil, mechanical and electrical engineering, 
where, it is believed, their training will lead to rapid advance- 
ment. 

(b) For entrance to advanced standing into an institu- 
tion of technology, should a higher technical education be 
desired. 



114 

For the attainment of these objects there is one carefully 
planned general course of study, no effort being made to 
specialize until the fourth year, by which time a student 
will have acquired a considerable degree of practical skill 
based on mechanical art and applied science that he may 
have elected to follow. Thus, in the fourth year in the sub- 
ject of Design, the student may select examples of mechani- 
cal, electrical or civil engineering design, the amount of 
such practice being limited only by the capacity of the stu- 
dent and the time available. Extra opportunities in the 
laboratories are offered advanced students for more extended 
investigations than those demanded by the course. 

No attempt is made to teach trades, but the equipment is 
of such nature that the instruction given in the shops is 
designed to be correlative to the work of the classroom, and 
results are aimed at that will insure success in mechanical 
pursuits subsequent to graduation. It is believed that instruc- 
tion in the correct method of using tools, and practical illustra- 
tions of how, and for what purpose, things are done, are of 
more value than mere excellence in hand skill. 

In the Department of English and Modern Languages, 
instruction in English is given during the first, second and 
third years. The course comprises: (a) A review of gram- 
mar; (b) systematic study and practice in composition and 
rhetoric; and (c) reading and study of the works of repre- 
sentative British and American authors, including the col- 
lege entrance requirements. The instruction in German 
during the second and third years, and in French during the 
fourth year, is designed to give a reading, rather than a 
speaking, knowledge of these languages, in order to meet 
entrance requirements of institutions of technology. 

In the Department of History and Civics, instruction is 
given during the first and second years, the first year being 
devoted to English History and the second year to American 
History and Civics. 

In Mathematics, care is taken at the beginning of the first 
year to discover and correct any defects in fundamental 
training, after which the course of instruction proceeds in 
Algebra, Geometry, Trigonometry, Analytic Geometry, De- 
scriptive Geometry, and the Differential and Integral Calculus, 
the completeness of the course enabling the graduate to read 
understandingly a treatise on any of the mechanical sciences. 

In the Department of Science, the work of the first and 
second years in Physics embraces the properties of matter 
and elementary mechanics, the instruction being accom- 
panied with lectures illustrated by experiments and with 
practical work in the laboratory. The instruction of third 
and fourth year students in this subject is confined to Heat 



115 

and Electricity. The dynamic theory of heat, the conver- 
sion of heat into mechanical work, and the thermodynamics 
of the steam engine are the particular features of the fourth 
year in the study of Heat. 

In Electricity, the work of the fourth year consists of 
practical applications of the theoretical study of the second 
and third years, and of commercial electricity. Electric 
lighting, both arc and incandescent, is discussed from con- 
structive and economic standpoints, and the advantages of 
high tension distribution of electric power are demon- 
strated. The dynamo and motor are treated in detail — oper- 
ating, designing and winding being carefully considered. 

For the study of chemistry there are chemicals and appa- 
ratus in the laboratory to give to the third year students 
instruction concerning the nature and reactions of the chemi- 
cal elements and their compounds, and to students of the 
fourth year a brief course in qualitative and quantitative 
analysis, the compounds formed in the various reactions 
and their chemical equations being particularly emphasized. 

In the Department of Engineering, the instruction given 
the fourth year students in theoretical and applied mechan- 
ics embraces the laws of equilibrium and motion; centre of 
gravity; friction; principles of work; moment of inertia; 
'mechanics of materials; graphic statics; and an elementary 
study of the stresses and deformations produced in standard 
specimens of metals when subjected to tension, compres- 
sion and shearing. The work of the third and fourth year 
students in steam engineering consists of the study of 
thermodynamics of the steam engine in a manner as compre- 
hensive as the facilities of the Institute and the maturity 
of the students permit. Numerous calculations are made 
involving engine and boiler efficiencies and proportions, 
and the study of the indicator is supplemented with prac- 
tice in taking diagrams, from which the consumption and 
distribution of the steam and the power of the engine are 
determined. The advantages and disadvantages of the dif- 
ferent kinds of steam boilers are studied, particular atten- 
tion being given to boiler attachments. 

In the mechanical drawing room are 175 tables of approved 
design, and an equipment of instruments and models well 
adapted to the requirements of an advanced course in the 
subject. Third year students are required to make a free- 
hand sketch of the parts of some machine, from which a fin- 
ished drawing, tracing and blue print are made. The work 
of the fourth year students in design tends to make them 
draftsmen in the true sense — not mere copyists. 



116 

The equipment in the machine, pattern, forge, sheet metal, 
and carpentry shops is equal to that of any similar institu- 
tion in the country. 

The course extends over the usual period of ten months, but 
after deducting holidays and the time allowed for examina- 
tions, it is found that not more than thirty-two effective 
weeks remain for instruction. 

Students completing the course have invariably obtained full 
Sophomore standing, with some Sophomore credits in the 
courses leading to the degrees of C. E., M. E. and E. E. at Cor- 
nel landl Lehigh Universities. 



COMMITTEE ON INDUSTRIAL EDUCATION. 

Joshua Plaskitt, Chairman, 

James W. Bowers, 

John F. Hancock, 

John T. Morris, President, 

Henry A. Wise, Superintendent, 

Charles G. Edwards, Assistant Superintendent. 

The object of the school is as follows: Instruction and practice in 
the use of tools, and such instruction as may be deemed necessary in 
mathematics, drawing and the English branches of a high school course. 
The tool instruction, as at present contemplated, shall include carpentry, 
wood turning, pattern making, iron chipping and filing, forge work, 
brazing and soldering, the use of machine shop tools, and such other 
instruction of a similar character as may be deemed advisable to add to ' 
the foregoing from time to time, it being the intention to divide the 
working hours of the students, as nearly as possible, equally between 
manual and mental exercises. 

THE BALTIMORE MANUAL TRAINING SCHOOL 
Differs from the City College in omitting from its required studies 
foreign and ancient languages ; in giving prominence to mechanical draw- 
ing, and particularly in affording scientific instruction and actual practice 
in the care and use of tools. 

COURSE OF STUDY. 

The following course of study is proposed, subject to whatever changes 
experience may dictate: 

FIRST YEAR. 
Arithmetic, Algebra; 

English Language, History; 

Physiology, Physical Geography; 

Free-hand and Mechanical Drawing. 
Shopwork: — Carpentry, Wood Carving, Wood Turning, Pattern Making, 
proper care and use of tools. 

SECOND YEAR. 
Algebra, Plane Geometry; 

Physics, Mechanics; 

History, Literature; 

Geometrical and Mechanical Drawing. 
Shopwork : — Forging, Welding, Tempering, Soldering, Brazing. 



Iii binding this prospectus of January, 1884, on pages 116 
and 117 should have followed ordinance of October, 1883, on 
pages 112-113. 



117 

THIRD YEAR. 

Geometry, Plane Trigonometry, Bookkeeping; 

Literature, Political Economy, Civil Government; 

Mechanics, Chemistry; 

Machine and Architectural Drawing. 

Machine Shop Work, such as fitting, Turning, Drilling, Planing, etc. 

Study of Machinery, including the management and care of Steam 

Engines and Boilers. 

Throughout the course, about one hour per day will be given to draw- 
ing, and about two hours per day to shopwork. The remainder of the 
school day will be devoted to study and recitation. Before graduating, 
each pupil will be required to construct a machine from drawings and 
patterns made by himself. A diploma will be given upon graduation. 

ADMISSION. 

Candidates for admission must be at least fourteen years of age, and 
must present sufficient evidence of good moral character. They must 
pass a satisfactory examination in reading, spelling, writing, geography, 
English composition, and the fundamental operations of arithmetic as 
applied to integers, common and decimal fractions, and denominate num- 
bers. Ability to use the English language correctly is especially desired. 
Boys fourteen years of age, who are members of the City College, or 
pupils in the first grade of a Grammar or "Public School," will be 
admitted without examination upon the recommendation of their Princi- 
pal. 

EXPENSES. 

The fee for the use of books, stationery, tools and material will be at 
the rate of one dollar per quarter for each resident pupil. Free permits 
may be granted by the Committee, when necessary, upon application of 
the parent or guardian. 

The charge to non-resident pupils will be $12.50 per quarter. 

The school does not teach trades. Its aim is more comprehensive — it 
lays the foundation for many trades, and at the same time recognizes the 
value of intellectual discipline. 

It is not assumed that every boy who enters this school will be a 
mechanic. Some will find that they have no taste for manual arts, and 
will turn into other paths — law, medicine or literature. Some, who 
develop both natural skill and strong intellectual powers, will push on 
through the Polytechnic School into the higher realms of professional 
life, as engineers or scientists. Others will find their greatest usefulness 
as well as highest happiness in some branch of mechanical work into 
which they will readily step when they leave school. All will gain 
intellectually by their experience in contact with things. The general 
result will be an increasing interest in manufacturing pursuits, more 
intelligent mechanics, more successful manufacturers, better lawyers, 
more skillful physicians and more useful citizens. 

For further information, or for circulars, application may be made by 
mail or otherwise to The Baltimore Manual Training School. 

Baltimore, January 14, 1884. 

Note. — Recognizing the success of the school in St. Louis under Dr. 
Woodward, this circular provides for the establishment of a school on the 
same plan. 



118 

INDUSTRIAL EDUCATION ASSOCIATION, BALTIMORE. 

HISTORICAL SKETCH. 

The Conference of Charities at its session April 16, 1887, adopted a 
resolution expressing the belief that "there is an industrial training 
which is neither technical nor professional, which is calculated to make 
better men and better citizens of our youth, no matter what calling 
they may afterwards follow, and which affects directly and in a most 
salutary manner their mind and character ;" and appointed a committee 
consisting of Dr. Richard Grady, Chairman, and Messrs. F. D. Morrison, 
Otto Fuchs, George P. Coler, Miss Helen J. Rowe and Colonel William 
Allan, ex-officio, who organized an industrial education association. 

In order to secure the co-operation of existing organizations engaged in 
any form of industrial training, and to become acquainted with the 
industrial methods pursued by them, a programme was arranged which 
embraced short addresses covering the work done in the several schools 
and institutions named from the point of view of those personally 
engaged in their management ; and the Committee invited all ladies and 
gentlemen wishing to become members of the Industrial Education 
Association, or friendly to its objects, to attend a preliminary meeting 
in the hall of Johns Hopkins University, June 23, 1887, and listen to 
addresses on : Johns Hopkins University, by Prof. Ira Remsen ; Industrial 
Education in the Public Schools, by John T. Morris, Esq., President 
School Commissioners; Maryland Institute for the Promotion of the 
Mechanic Arts, by Mr. Joseph M. Cushing, President; Maryland State 
Normal School (sewing and cooking), by Prof. M. A. Newell, Principal; 
Decorative Art Society, by Mrs. Henry Stockbridge, Secretary; Friends' 
Gospel Mission, by Dr. James Carey Thomas; House of Refuge, Joshua 
Levering, President; St. Mary's Industrial School, Dr. R. H. Goldsmith, 
of Trustees; Manual Labor School, Mr. Joseph Merrefield, Secretary; 
Children's Aid Society, Mr. William A. Wisong, Secretary. Verbatim 
reports of these papers were published in the Baltimore Sun of June 
24, 1887. Professor Ira Remsen, of John Hopkins University, presided 
at this meeting. 

November 1, 1887, those who had been enrolled as members met in the 
hall of Johns Hopkins University, and after listening to an address by 
Dr. Nicholas Murray Butler, President of the New York Industrial 
Education Association, on the history and work of that Association, 
and "a review of two years' work in the Boston Cooking Schools," by 
Miss Amy Morris Homans, of that city, adopted by-laws and elected a 
board of managers. President D. C. Gilman, of Johns Hopkins Univer- 
sity, presided at this meeting and made the opening address, which, 
together with the other addresses, is published in full in the Baltimore 
Sun of November 2, 1887. 

The Industrial Education Association of Baltimore, incorporated by 
the Legislature of 1888, is an organization of citizens for the purpose 
of creating and expressing public sentiment in regard to the necessity 
of industrial education as a part of the training of youth. It believes 
that industrial training properly has a place among public school studies, 
because it gives the young a valuable preparation for the every-day 
duties of life; it believes in it, because the homes and the schools are 
brought nearer together by this line of work; it believes in it, because 
it can be so conducted that, while the usual duties of school life are not 
materially disturbed, another means of training and discipline can be 
brought to bear upon the characters the teachers are building in the 
public schools. 






119 



BOARD OF MANAGERS. 

President, 

Dr. Richard Grady. 

Vice-Presidents, 

Miss H. J. Rowe, Hon. J. Morrison Harris, 

Levi Weinberger. 

Treasurer, 
Prof. Otto Fuchs. 
Secretary, 
Mrs. Miriam Baynes Kempster. 
Charles Markell, Chas. J. Baker, 

John Glenn, Jos. M. Cushing, 

F. D. Morrison, N. H. Hutton, 

Dr. J. Carey Thomas, John T. Morris, 

Jiiss S. E. Richmond, Prof. M. A. Newell. 

CHAIRMEN OF STANDING COMMITTEES. 

Charles Markell, Finance. 

Prof. Otto Fuchs, Industries. 

Rev. Hobart Smith, Kindergarten. • 

Dr. Lewis H. Steiner, Books and Printing. 

Prof. M. A. Newell, Industrial Education in the Public Schools. 

James Hewes, Industries for Reformatories, Orphanages and Asylums. 



ASSOCIATE MEMBERS. 



Miss Belle Adams, 
Hon. Geo. W. Brown, 
Chas. J. Bonaparte, 
Hon. Hugh L. Bond, 
Chas. J. Baker, 
John Curlett, 
Jos. M. Cushing, 
Arthur L. Frothingham, 
E. P. Fowler, 
Pres. D. C. Gilman, 
Miss Mary E. Garrett, 
E. Austin Jenkins, 
Francis T. King, 
Joshua Levering, 



Charles Markell, 
John T. Morris, 
John A. Needles, 
J. Hall Pleasants, 
Robert Poole, 
Prof Ira Remsen, 
John Glenn, 
German H. Hunt, 
M. A. Mullin, 
Mrs. Charles Adler, 
G. W. Gail, 

Mrs. C. G. Nicholson, 
Mrs. Henry S. Taylor, 
General T. J. Shryock, 



Mrs. Eugene Levering, 
Mrs. J. S. Tyson, 
Francis White, 
Andrew Reid, 
Dr. C. C. Shippen, 
J. Leroy White, 
J. I. Middleton, 
Mrs. W. Donnell, 
Richard H. Pleasants, 
Mrs. Geo. Gildersleeve, 
Eugene Levering, 
John M. Glenn, 
Mrs. Henry C. Kirk, 



ACTIVE MEMBERS. 



Henry Adams, 
Prof. H. B. Adams, 
T. E. M. Adams, 
Col. Wm. Allan, 
Cyrus Adler, 
Lewis A. Birely, 
G. Morris Bond, 
Henry J. Bowdoin, 
Miss S. S. Bouldin, 
Dr. Flora A. Brewster, 
Hon. Hugh L. Bond, 
Dr. Wilmer Brinton, 
Miss H. A. Carl, 
Thomas E. Carson, 
Robert C. Cole, Jr., 



Hon. T. J. Morris, 
F. D. Morrison, 
Albert Marshall, 
Prof. M. A. Newell, 
J. H. W. Onion, 
Miss A. C. Palmer, 
Henry F. Poske, 
Rev. R. H. Pullman, 
E. H. Perkins, Jr., 
Miss M. J. Richmond, 
Miss S. E. Richmond, 
Mrs. S. M. Hartsock, 
General T. J. Shyrock, 
William Ferguson, 
D. F. Haynes, 



Dr. William Hill, 
Miss Helen J. Rowe, 
Rev. H. Smith, 
Francis P. Stevens, 
William H. Stevenson, 
General G. H. Steuart, 
Miss M. L. Steuart, 
Rev. C. A. Schloegel, 
Thomas Shanks, 
Mrs. Julia Shaffer, 
Miss Lizzie K. Smyth, 
C. A. E. Spamer, 
Charles F. Scott, 
Dr. Lewis H. Steiner, 
Dr. James C. Thomas, 



William W. Cook, 
George P. Coler, 
Henry M. Cowles, 
John K. Cowen, 
Rev. W. Kelly, 
W. G. Keimig, 
Mrs. M. B. Kempster, 
Miss E. T. King, 
Mrs. M. B. Kinnear, 
Prof. J. C. Kinnear, 
J. Harry Lee, 
Mrs. James Lake, 
Maurice I. Lobe, 
tfoshua Lynch, 
Geo. L. McCahan, 
Dr. John Morris, 
Prof. J. E. McCahan, 
A. B. McLaughlin, 
Joseph Merrefield, 
Miss A. C. Meushaw, 



120 

Mrs. Rose Straus, 
Rev. J. Vernon, Jr., 
William Dugdale, 
P. J. Doran, 
Prof. R. T. Ely, 
Prof. W. Elliott, Jr., 
Mrs. Geo. H. Evans, 
Prof. Otto Fuchs, 
John.T. Foley, 
Miss J. P. Frothingham, 
Rev. Dr. O. F. Gregory, 
Dr. Richard Grady, 
Dr. R. H. Goldsmith, 
Dr. David Genese, 
Miss Alice Gilman, 
Chas. W. Heuisler, 
Daniel W. Hopper, 
N. H. Hutton, 
Hon. J. M. Harris, 
James Hewes, 



Miss Sadie E. Trainor, 

Prof. Henry A. Wise, 

J. B. Noel Wyatt, 

William A. Wisong, 

Levi Weinberger, 

Dr. L. W. Wilhelm, 

A. G. Warner, 

Rev. Dr. C. R. W T eld, 

W. Whitelock, 

Prof. C. C. Wight, 

John L. Yater, 

S. A. Cremen, 

Miss H. A. Worthington, 

Miss Bond, 

G. E. Morgan, 

Miss R. Lee Simon, 

Mrs. W. T. Levering, 

Mrs. R. Nottingham, 

Dr. William E. Story, 



Note. — This organization of 150 ladies and gentlemen, when it suc- 
ceeded in having manual and industrial education introduced into schools 
and institutions, surrendered its charter after 17 years' work and 
voted the money in the treasury to the "Association for the Improvement 
of the Condition of the Poor." 



THE HELPING HEAD, HEART AND HAND (or HELP HIM, HELP 
HIMSELF) CLUB, ORGANIZED APRIL 19, 1895, BALTI- 
MORE, MD. HISTORICAL SKETCH. 




'At work, all at work, always at work." 



The H. H. H. H. completed the fourteenth year of its existence April 
19, 1909. It was founded by Dr. Richard Grady, and is now under the 
direction of Major J. G. Pangborn, with several hundred members. A 
sketch of what has been done may be profitable as showing how the 
somewhat peculiar organization — to help boys who are willing to help 
themselves — has served and may serve useful ends. Its plan is simple, 
sympathetic, practical, sensible, unpretending. It has given scope and 
sphere for effective, definite work to young and old. About 188 dif- 
ferent boys and 29 helpers were enrolled, 1895-99. No tuition fee is 
charged, but each boy pays a membership fee of two cents a night. No 
teachers are paid, but gratuitous instruction has been given by gentle- 
men in touch with the duties and responsibilities of life. The subjects 
taught are drawing, bookkeeping, arithmetic, ironwork, woodwork, clay- 
modeling, shorthand, telegraphy, typewriting, debate and declamation. 
Lessons and familiar talks have been fitted to the capacity of the boys, 
and a knowledge of common things in daily life has been imparted in a 
pleasant and impressive way. 



121 

The central idea in the work is to prepare the boy for the common 
activities in life — intellectually, practically, morally. The discipline of 
care, patience, judgment, promptness and skill are sought for. The 
influence is for the refinement of the boy. Effort is made to give the 
boys the training which is best for head and heart and hands — helpful 
occupation for otherwise unemployed time, preparation for usefulness at 
home and in the community. As a rule the line of work is optional, 
except where taste or capacity prevent, as, for instance, when a boy 
desires to learn bookkeeping but has only capacity for elementary 
arithmetic. While the boys enter the Club of their own desire, regu- 
larity and punctuality are required. Among the most gratifying results 
are the strong interest the boys have for the Club and their care of the 
admirably arranged building which they have been permitted to use. 
They show hearty enjoyment in their classes, which present a busy and 
cheerful appearance, and are proud of their work when examined on 
closing night, which acts as an incentive to all. The Club has attracted 
boys who have left school, now anxious to improve a neglected or ijll- 
taught youth, awakening interest in studies which may prove a source 
of life-long pleasure. It has supplied from its members teachers of 
woodwork and shorthand, now teaching those who know less, improving 
themselves while they improve others; at all events setting before the 
boys a good example. 

On more than one occasion it has been pointed out to the boys that 
their happiness and well-being in after life must necessarily depend 
mainly upon themselves; upon their own diligent self-culture, self- 
discipline and self-control, and above all on that honest and upright 
performance of individual duty which is the glory of man's character. 
They will doubtless be pleased to remember with gratitude the words 
spoken in all honesty to them, and it may be even to attribute some 
measure of their success in life to the endeavors of the H. H. H. H. 
They have rewarded the interest in them by unmistakable evidences of 
affection. 

The history of the H. H. H. H. is in many respects suggestive, 
especialy in the self-forgetfulness, the generous enthusiasm and wise 
encouragement of the ladies and gentlemen who have helped and made 
every service seem a pleasure. The work of the past may not be the 
work of the future, with its opportunities ; but the methods which have 
proved useful may still serve a good purpose, while the freedom of its 
organization which has always been expansive and elastic, will give 
ample scope for new features. 



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